Fixing Detroit's Broken School System

Autor/inn/en	Lake, Robin; Jochim, Ashley; DeArmond, Michael
Titel	Fixing Detroit's Broken School System
Quelle	In: Education Next, 15 (2015) 1, S.20-27 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Educational Administration; Academic Achievement; Charter Schools; School Restructuring; Educational Quality; Educational Policy; School Effectiveness; School Choice; Enrollment Trends; Barriers; Achievement Gap; Expenditures; Educational Change; Change Strategies; Educational Practices; Elementary Secondary Education; Educational Resources; Disadvantaged Environment; Michigan + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Schulleistung; Charter school; Charter-Schule; Schulreformplan; Schulumwandlung; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Schuleffizienz; Choice of school; Schulwahl; Ausgaben; Bildungsreform; Lösungsstrategie; Bildungspraxis; Bildungsmittel
Abstract	In January 2014, as part of a multicity study, researchers from the Center on Reinventing Public Education (CRPE) met with a dozen parents in Detroit to learn about their experiences with education in the city. Parents struggle to navigate the city's complex education marketplace. A lack of information, confusing paperwork, and transportation gaps all make it hard to find a school that will work. The city's Eastside and Westside neighborhoods have just 10 high-quality K-8 programs between them; some neighborhoods have no schools with a passing grade. Advocates and civic leaders in Detroit who are trying to develop creative solutions for renewing Detroit's schools suggest the following five strategies: (1) Develop a strong core of high-quality schools in the charter sector by working with the best charter authorizers to develop quality benchmarks and to close low-performing charters in a targeted set of neighborhoods; (2) Leverage change from the bottom up by helping parents and communities to push authorizers and the district to increase performance accountability; (3) Double down on recruiting talented school leaders and teachers to Detroit; (4) Engage Detroit city leaders, like the mayor and local developers, in addressing safety, transit, and social-service support to help families and schools develop a strong choice infrastructure; and (5) Recognize that Detroit Public Schools (DPS) are at risk for financial collapse and develop a plan to replace DPS with a community "portfolio manager" board and superintendent who will see their role as overseeing a citywide system of high-quality schools rather than operating schools directly. (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://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10