Uncharted Territory: An Examination of Restructuring Under NCLB in Georgia

Autor/inn/en	Duffrin, Elizabeth; Scott, Caitlin
Sonst. Personen	Kober, Nancy (Hrsg.)
Institution	Center on Education Policy, Washington, DC.
Titel	Uncharted Territory: An Examination of Restructuring Under NCLB in Georgia
Quelle	(2008), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Charter Schools; School Restructuring; Intervention; Federal Legislation; State Officials; Educational Improvement; Federal Programs; School Districts; Educational Indicators; Counties; Accountability; Statewide Planning; Academic Achievement; Case Studies; Georgia + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Schulreformplan; Schulumwandlung; Bundesrecht; Member of the government; Regierungsmitglied; Teaching improvement; Unterrichtsentwicklung; School district; Schulbezirk; Educational indicato; Bildungsindikator; Verantwortung; Planwirtschaft; Schulleistung; Case study; Fallstudie; Case Study
Abstract	When the No Child Left Behind Act (NCLB) went into effect in 2002, Georgia's statewide accountability system was already well underway. As a result, some schools faced the federal law's most serious consequences as early as 2004. That left Georgia policymakers with a dilemma on which there remains little federal guidance: what to do with sanctioned schools that still fail to progress? Restructuring is the last consequence under Title I of NCLB for schools failing to make "adequate yearly progress" (AYP) toward their state's student achievement targets for five or more consecutive years. This report describes Georgia's school restructuring efforts under the No Child Left Behind Act, including findings from interviews with state officials and regional administrators and case studies of five schools in three school districts: Atlanta Public Schools, Muscogee County School District, and Stewart County School District. Key findings from the report include: (1) the number of Georgia schools implementing restructuring has declined since 2004 and a substantial number have exited; (2) In 2006 and 2007, Georgia districts rejected the federal option to reopen restructuring schools as charter schools, and only one school was turned over to an outside management agency; (3) restructuring plans in Georgia tend to focus on state priorities for school improvement; (4) the small number of schools in restructuring, as well as the state's willingness to invest additional dollars in improving them, has allowed Georgia to provide intensive intervention in schools; (5) Georgia imposes requirements beyond those in federal law on schools that have implemented restructuring for two years without making adequate yearly progress; (6) restructuring and outside intervention have done little to improve case-study schools with inadequate leadership; and (7) good working relationships among those involved in the restructuring process are crucial for success, case study schools and state officials have found. (Contains 7 tables.) (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10