Academic Freedom

Autor/in	Ouchi, William G.
Titel	Academic Freedom
Quelle	In: Education Next, 4 (2004) 1, S.21-25 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Administrative Organization; School Districts; Public Schools; Urban Schools; School Based Management; Catholic Schools; Budgeting; School Choice; Efficiency; Academic Achievement; Foreign Countries; California; Canada (Edmonton); Illinois; New York; Texas; Washington + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Katholische Schule; Choice of school; Schulwahl; Effectiveness; Effektivität; Wirkungsgrad; Schulleistung; Ausland; Kalifornien
Abstract	Decentralization has been a popular theme in school districts for a long time. Indeed, most districts claim that they are decentralized, having latched onto the "site-based management" movement of the 1980s. Superintendents and central-office personnel point to their local school councils, staffed by parents, teachers, and school administrators, and claim that they have moved decision making down to the school level. However, they have neither achieved nor even attempted "true" decentralization, which requires that power over the budget be given to each school--and taken away from the central office. In "Making Schools Work," Lydia Segal and the author detail the results of an empirical study of nine school systems that vary dramatically in their degree of decentralization. The findings from the study demonstrate that true decentralization yields benefits in both efficiency and performance. As in other large organizations, faraway bureaucrats in central offices are in a poor position to know what should be done in each of a hundred or a thousand schools. Thus local autonomy along with accountability is essential to success in education. Decentralizing power to school principals and funding students rather than schools would be a good start. (Contains 1 figure.) (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10