Portfolio District Reform Meets School Turnaround: Early Implementation Findings from the Los Angeles Public School Choice Initiative

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Autor/inn/en	Marsh, Julie A.; Strunk, Katharine O.; Bush, Susan
Titel	Portfolio District Reform Meets School Turnaround: Early Implementation Findings from the Los Angeles Public School Choice Initiative
Quelle	In: Journal of Educational Administration, 51 (2013) 4, S.498-527 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231311325677
Schlagwörter	School Turnaround; Mixed Methods Research; School Districts; Educational Change; Case Studies; Interviews; Administrator Attitudes; Parent Participation; Barriers; Literacy; Second Language Learning; English (Second Language); Educational Improvement; Educational Administration; School Choice; Governance; Educational Policy; Program Implementation; Portfolios (Background Materials); Educational Strategies; Online Surveys; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsreform; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Elternmitwirkung; Alphabetisierung; Schreib- und Lesefähigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching improvement; Unterrichtsentwicklung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Choice of school; Schulwahl; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Lehrstrategie; Kalifornien
Abstract	Purpose: Despite the popularity of school "turnaround" and "portfolio district" management as solutions to low performance, there has been limited research on these strategies. The purpose of this paper is to address this gap by exploring the strategic case of Los Angeles Unified School District's Public School Choice Initiative (PSCI) which combined both of these reforms. It examines how core mechanisms of change played out in schools and communities during the first two years of implementation. Design/methodology/approach: The paper draws on a mixed methods study, combining data from surveys, case studies, leader interviews, observations, and document review. It is guided by a conceptual framework grounded in research on school turnaround and portfolio districts, along with the district's implicit theory of change. Findings: The paper finds early success in attracting diverse stakeholder participation, supporting plan development, and ensuring transparency. However, data also indicate difficulty establishing understanding and buy-in, engaging parents and community, attracting sufficient supply of applicants, maintaining neutrality and the perception of fairness, and avoiding unintended consequences of competition--all of which weakened key mechanisms of change. Research limitations/implications: Data from parent focus groups and school sites may not be representative of the entire population of parents and schools, and data come from a short period of time. Practical implications: The paper finds that developing processes and procedures to support complex reform takes time and identifies roadblocks others may face when implementing school turnaround and portfolio management. The research suggests districts invest in ways to ensure neutrality and create a level playing field. It also indicates that leaders should anticipate challenges to engaging parents and community members, such as language and literacy barriers, and invest in the development of unbiased, high-quality information and opportunities that include sufficient time and support to ensure understanding. Originality/value: This paper begins to fill a gap in research on popular reform strategies for improving low-performing schools. (Contains 1 table, 3 figures, and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10