School Boards: Focus on School Performance, Not Money and Patronage.

Autor/in	Hill, Paul T.
Institution	Progressive Policy Inst., Washington, DC.
Titel	School Boards: Focus on School Performance, Not Money and Patronage.
Quelle	(2003), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Board of Education Policy; Board of Education Role; Boards of Education; Educational Policy; Elementary Secondary Education; Governance; Government School Relationship; Performance; Politics of Education; Public Schools; School Administration; School District Autonomy; School Districts; School Effectiveness; State School District Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Ausschuss; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Achievement; Leistung; Public school; Öffentliche Schule; School district; School districts; Autonomy; School autonomy; Schulautonomie; Schulbezirk; Schuleffizienz; Staatliches Schulamt
Abstract	This paper lays out a performance-based model to better leverage the mission and power of school boards toward improving student learning. It moves beyond discussions about whether boards should be elected or appointed, instead arguing that mode of selection is less directly responsible for board success than clarity and focus about its mission and its role. The paper examines key issues and provides recommendations for school reform. The paper is organized into three parts: part 1, "Why the Existing Structure of Oversight Does Not Promote School Performance"; part 2, "What Performance-Focused Oversight of Schools Would Entail"; and part 3, "How the Missions and Activities of School Boards and District Central Offices Must Change." The paper concludes with a table, supplemented by text, on governance alternatives, and a table, also supplement by text, that compares board missions under two new governance models. The paper ends with a brief discussion of responsibility and accountability in light of recent educational legislation. (Contains 29 endnotes and 2 tables.) (WFA)
Anmerkungen	Progressive Policy Institute, 600 Pennsylvania Ave., S.E., Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. For full text: http://www.ppionline.org/documents/School_Boards_0103.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC