Dual Orleans Systems Grow in Storm's Wake. Complex 'Overlapping Circles' of Governance, Prevalence of Charter Schools Mark Landscape

Autor/in	Gewertz, Catherine
Titel	Dual Orleans Systems Grow in Storm's Wake. Complex 'Overlapping Circles' of Governance, Prevalence of Charter Schools Mark Landscape
Quelle	In: Education Week, 25 (2006) 39, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	School Districts; Educational Policy; Natural Disasters; Educational Administration; Charter Schools; State Curriculum Guides; Public Schools; Governance; School District Autonomy; State Government; Louisiana + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Politics of education; Bildungspolitik; Natural disaster; Naturkatastrophe; Bildungsverwaltung; Schuladministration; Schulverwaltung; Charter school; Charter-Schule; Rahmenlehrplan; Public school; Öffentliche Schule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; School districts; Autonomy; School autonomy; Schulautonomie; Bund-Länder-Beziehung
Abstract	Nine months after Hurricane Katrina crippled the New Orleans school district, two distinct systems of public schools are slowly emerging in the city. The highly unusual arrangement is fraught with questions, from the small--What should we call it?--to the large--Will it work? Where there once was a traditionally governed district, there now is a duality: The local school board oversees some schools, but the state of Louisiana is in charge of most. The vast majority of the schools in New Orleans are charter schools. This month, the state must outline for the Louisiana board of education how it will run its share of the city's schools. With state and local systems running side by side--and so many charters wielding their signature autonomy--those rebuilding schooling in New Orleans question whether the term "school system" still makes sense. Whatever people call it, many see the new landscape as both a chance for improvement and an experiment that risks failing just when New Orleans schoolchildren need success the most. (ERIC).
Anmerkungen	Editorial Projects in Education, Inc. Suite 100, 6935 Arlington Road, Bethesda, MD 20814-5233; Tel: 800-346-1834; Tel: 800-728-2790; Fax: 301-280-3200; e-mail: webeditors@epe.org; Web site: http://www.edweek.org/ew/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10