Rootless Reforms? State Takeovers and School Governance in Detroit and Memphis

Autor/inn/en	Mason, Mary L.; Reckhow, Sarah
Titel	Rootless Reforms? State Takeovers and School Governance in Detroit and Memphis
Quelle	In: Peabody Journal of Education, 92 (2017) 1, S.64-75 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2016.1264813
Schlagwörter	Educational Change; State Action; Governance; School Turnaround; School Districts; Urban Schools; Suburban Schools; Case Studies; Educational Legislation; Federal Aid; Federal Legislation; Federal Programs; Program Implementation; Comparative Analysis; Sustainability; Educational Policy; Michigan (Detroit); Tennessee (Memphis) + Suchen Sie Ihr Suchwort? Bildungsreform; Staatliche Intervention; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Case study; Fallstudie; Case Study; Bildungsrecht; Schulgesetz; Bundesrecht; Nachhaltigkeit; Politics of education
Abstract	State takeovers were an infrequently applied strategy to address financially and academically troubled schools for many decades. The opportunity for a more extensive state role in taking over troubled schools grew further with the announcement of the federal "Race to the Top" (RTTT) program in 2009. RTTT required states to develop plans to turn around their lowest-achieving schools. This article examines how Michigan and Tennessee developed and implemented plans for school turnaround districts partly inspired by Louisiana's Recovery School District (RSD). The comparative case studies focus on Michigan's policies and involvement in Detroit schools through the Education Achievement Authority (EAA) and Tennessee's policies and involvement in Memphis schools through the Achievement School District (ASD). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01