Project A+: School Based Improvement in AISD, 1991-92.

Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	Project A+: School Based Improvement in AISD, 1991-92.
Quelle	(1992), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Decentralization; Educational Improvement; Elementary Secondary Education; Organizational Climate; Outcomes of Education; Participative Decision Making; School Based Management; School Effectiveness; School Restructuring + Suchen Sie Ihr Suchwort? Schulleistung; Decentralisation; Dezentralisierung; Teaching improvement; Unterrichtsentwicklung; Organisationsklima; Lernleistung; Schulerfolg; Schuleffizienz; Schulreformplan; Schulumwandlung
Abstract	Outcomes of Project A+, a school-based improvement (SBI) partnership developed between International Business Machines (IBM) and the Austin Independent School District, are described in this document. SBI is a vehicle for restructuring schools to meet the goal that all students will function successfully at or beyond their appropriate grade levels. This document evaluates 16 Phase 1 and 12 Phase 2 schools that joined the project in 1990-91 and 1991-92, respectively. Methodology involved interviews with six central office administrators; three surveys--a campus, an employee, and a school climate survey; and analyses of campus improvement plans and student achievement data. Findings indicate that the 1991-92 student outcomes are mixed, and that a drop in the school climate tends to occur during Phase 1, which improves during the second phase. The SBI campuses have not yet found the AISD objectives to be reasonable and attainable and do not see SBI as a vehicle for achieving them. The following obstacles to success were identified: varied expectations, levels of understanding, and ownership; differential training for Phases 1 and 2; lack of adequate and timely clarification of roles, policies, and parameters; lack of universal commitment to SBI concept from the board, central office, and others; need for ongoing training for whole faculties; varying degrees of willingness to practice shared decision making and consensus; issues of trust; and the impact of change. Six recommendations are highlighted. Two figures are included. Attachments contain the SBI timeline, model, mission statement and goals, and action plan summary. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC