Literaturnachweis - Detailanzeige
| Autor/inn/en | Marsh, Julie; Bush-Mecenas, Susan; Hough, Heather |
|---|---|
| Institution | Policy Analysis for California Education (PACE); CORE Districts |
| Titel | Local Control in Action: Learning from the CORE Districts' Focus on Measurement, Capacity Building, and Shared Accountability. Policy Brief 16-4 |
| Quelle | (2016), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Capacity Building; Accountability; School Districts; Measurement; Holistic Approach; School District Autonomy; Educational Legislation; Federal Legislation; Administrators; Educational Improvement; Academic Achievement; Semi Structured Interviews; Educational Cooperation; Administrator Attitudes; California (Fresno); California (Long Beach); California (Los Angeles); California (Oakland); California (Santa Ana); California (San Francisco) |
| Abstract | California and the nation are at the crossroads of a major shift in school accountability policy. At the state level, California's Local Control and Accountability Plan (LCAP) encourages the use of multiple measures of school performance used locally to support continuous improvement and strategic resource allocation. Similarly, the federal Every Student Succeeds Act (ESSA) reinforces this local control, requiring more comprehensive assessment of school performance and a less prescriptive, local approach to school support. These changes represent a major cultural shift for California schools and districts. As California supports districts statewide to embark on this improvement journey, there are important lessons to be learned from the California Office to Reform Education (CORE) districts, six of which developed an innovative accountability system under a waiver from No Child Left Behind (NCLB). The CORE districts are early adopters of the new accountability paradigm: local leaders using multiple measures of school performance and working together to figure out collectively what works best for struggling schools. This study examines how the CORE districts understood, implemented, and responded to the new accountability system implemented under the waiver. The research indicates that a shift to greater flexibility and locally-determined capacity building efforts brings its own set of challenges, but substantial benefits as well. The CORE districts present an opportunity to learn how to effectively utilize multiple measures of school quality, develop shared accountability, and build capacity for schools and districts to improve. In summary, the authors found that: (1) district and school administrators greatly appreciated the shift toward a more holistic approach to measurement and an emphasis on support over sanctions; (2) most waiver districts adapted CORE's accountability system to their local needs, revealing a tension between shared accountability and local variation; and (3) CORE's measurement system and district-level collaboration hold promise for improving local systems, while efforts to improve schools through collaboration and capacity building remain a work in progress. [For the accompanying report, "At the Forefront of the New Accountability Era: Early Implementation Findings from the CORE Waiver Districts," see ED574787.] (ERIC). |
| Anmerkungen | Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://www.edpolicyinca.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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