Literaturnachweis - Detailanzeige
| Autor/in | Gewertz, Catherine |
|---|---|
| Titel | Easing Rules over Schools Gains Favor |
| Quelle | In: Education Week, 26 (2007) 28, S.1 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0277-4232 |
| Schlagwörter | Educational Improvement; School District Autonomy; Academic Achievement; Pilot Projects; Schools; Massachusetts |
| Abstract | This article reports on Massachusetts' recent decision to offer charterlike freedom to four of its lowest-performing schools. This decision has renewed debate about the role autonomy plays in school improvement: Should it be earned through good performance, or given as a vital tool for improvement? Is it risky to extend it to struggling schools? Experience has shown that state takeovers do not often help ailing schools and that cutting a beleaguered school loose to "do its own thing" does not often deliver good results. As a result, school leaders are experimenting with combinations of regulation and independence based on a school's performance, approaches some refer to as "differentiated autonomy." Districts and states are using widely varying starting points. Some districts start from a place of control, obligating schools to follow district rules until their performance earns them greater autonomy. Others start with autonomy, then revoke it for schools whose troubles suggest a need for outside direction. The move by Massachusetts illustrates a growing recognition in the field that neither autonomy nor intervention, by itself, is a cure. The state is freeing the four schools from many operating restrictions, but it also plans to support and closely monitor them, and hold them to specific performance goals, in a bid to ensure that they gain ground. (ERIC). |
| Anmerkungen | Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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