Literaturnachweis - Detailanzeige
| Autor/inn/en | Hansen, Janet S.; Roza, Marguerite |
|---|---|
| Institution | RAND Education, Santa Monica, CA. |
| Titel | Decentralized Decisionmaking for Schools: New Promise for an Old Idea? |
| Quelle | (2005), (8 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | School Restructuring; Public Education; Educational Change; Federal Legislation; Accountability; Administrative Organization; Institutional Autonomy; Governance |
| Abstract | Interest in decentralized decisionmaking for schools (DDS) is on the rise. With state and federal accountability systems placing pressure on school-level leaders to improve student performance, increasing attention is being paid to the question of how to help principals do their job more effectively. "Business as usual" in American education appears highly unlikely to result in the dramatic achievement gains called for by the federal No Child Left Behind Act and its state counterparts. The irony of the new attention being paid to DDS in the United States is that many public schools claimed to have tried decentralized decisionmaking-- so-called school-based management--in the 1980s and 1990s, yet the performance of U.S. education during that period improved only modestly, at best. Why then are some policymakers turning again to decentralization to help accomplish the goal of improved performance? Is there much chance that new school-based decentralization can accomplish more than earlier efforts did, and what would it take for decentralized decisionmaking to fulfill the promise so long held out for it? Given the lack of success to date in moving public education to significantly higher levels of performance, the attempt seems worthwhile. The reasons for trying DDS are stronger than ever. Changes in education (such as standards-based reform, new accountability systems tied to standards, and the increased availability of objective indicators of student learning) and in the broader political environment now supply conditions crucial for successful implementation of DDS. This paper explores why it might be a good time to revive DDS and discusses conditions that might affect its implementation. Finally, it develops questions that can be used to construct an agenda for research and analysis. Answers to the questions could help policymakers, this time around, design school autonomy policies that effectively contribute to improved student outcomes. (Includes 19 footnotes.) (ERIC). |
| Anmerkungen | RAND Corporation |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
