Incomplete Reform in Baltimore: A Shift in Authority to School Leaders Falls Short

Autor/inn/en	Gross, Betheny; Jochim, Ashley
Titel	Incomplete Reform in Baltimore: A Shift in Authority to School Leaders Falls Short
Quelle	In: Education Next, 16 (2016) 4, S.26-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Educational Change; Urban Schools; Public Schools; Educational Administration; School Closing; School Choice; School Restructuring; Educational Finance; Funding Formulas; Principals; Professional Autonomy; Accountability; Charter Schools; Administrative Organization; Elementary Secondary Education; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; School closings; Schließung; Schließung (von Schulen); Choice of school; Schulwahl; Schulreformplan; Schulumwandlung; Bildungsfonds; Funding; Finanzierung; Principal; Schulleiter; Berufsfreiheit; Verantwortung; Charter school; Charter-Schule
Abstract	Five years ago, Baltimore City Public Schools seemed on the brink of a breakthrough. The district had been freed from mayoral control after more than a century, and a high-energy superintendent was leading bold moves to de-emphasize central administration, give schools greater autonomy, and engage families in a revitalized portfolio of educational choice. A new school funding formula matched resources to student needs, and chronically low-performing, underenrolled schools were closed. Citywide, enrollment had begun to stabilize after four decades of steep decline, as more families opted to enroll their children in district schools, including newly expanding charters. Suspensions were down, the graduation rate was up, and more students were proficient at grade-level work in math and reading. A new teacher evaluation system set common standards for excellence across the city. By almost all accounts, Baltimore's district-led portfolio system--traditional and charter school options, all authorized and managed by City Schools' central office--was working. But today, progress seems to have stalled. Baltimore, at least right now, is a story of incomplete reform, a stark example of the limits of a reform strategy that sought dramatic change while leaving many old political and administrative arrangements in place. (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	2020/1/01