Reforming the Public Schools--Chicago Style!

Autor/in	Etheredge, Forest D.
Titel	Reforming the Public Schools--Chicago Style!
Quelle	In: Updating School Board Policies, 20 (1989) 1, S.1-4 (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Stellungnahme; Accountability; Educational Change; Educational Improvement; Elementary Secondary Education; Open Enrollment; Parent School Relationship; Participative Decision Making; Performance Contracts; Politics of Education; Principals; Public Schools; School Based Management; School Choice; School Organization; State Legislation; State School District Relationship + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Open entry; Offenes Bildungssystem; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Leistungsvereinbarung; Educational policy; Bildungspolitik; Principal; Schulleiter; Public school; Öffentliche Schule; Choice of school; Schulwahl; School organisation; Schulorganisation; Landesrecht; Staatliches Schulamt
Abstract	The month-long teacher strike in 1987 was the impetus for a wave of reform efforts directed toward the Chicago, Illinois, school system. State legislation of far-reaching reforms, the governor's vetoes, and a subsequent reconvening of the legislature resulted in a restructuring and decentralization of the school system. Many of the reforms are among the most controversial of those discussed by educators throughout the United States. Parental involvement in schools gives parents the final say in choosing and keeping principals. Principals have greater authority over hiring teachers and managing school affairs, and their accountability is ensured by renewable 4-year contracts. School improvement plans are required to emphasize goal setting and achievement rather than educational process. Educational choice will allow parents to choose the school best suited to the educational needs of their children. All public educators have a stake in what happens in Chicago schools. Local school boards must begin the process of change. Two brief comments are appended: "Does Change Equal Reform?" (Joy Rogers); and "A Mixed Bag of Reforms" (John A. Stewart). (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC