ERIC Number: ED345367
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Kentucky's Program for Educationally Deficient School Districts: A Case Study.
Fry, Patricia; And Others
The development and implementation of Kentucky's Program for Educationally Deficient School Districts is examined in this case study. Implemented in 1987, the program required districts to meet certain performance, planning, and reporting criteria. Districts failing to comply could be placed in categories of noncompliance. Data were derived from document analysis; interviews conducted in June 1989 with legislative, executive branch, education department and interview group leaders; and interviews conducted in October 1989 with teachers, parents, and community leaders in two Kentucky school districts that underwent state takeover. Following an introduction, the second section describes the demographic and political setting of Kentucky education. The third section highlights the development and provisions of the deficiency program. Following sections discuss state-level operation of the program, its operation in the two low-performing districts that were taken over by the state, and the recent reform of the state education system. Conclusions are that: (1) assistance was not centered at the local level and failed to address political corruption issues; (2) court challenges facilitated the major reform of Kentucky's system of educational governance; and (3) the program was redesigned to focus on individual schools and the use of statewide educator expertise. (12 endnotes) (LMI)
Descriptors: Accountability, Disadvantaged Schools, Educational Assessment, Elementary Secondary Education, Governance, State Action, State Programs, State School District Relationship, State Standards
CPRE, Eagleton Institute of Politics, Rutgers, State University of New Jersey, New Brunswick, NJ 08901-1568 ($7 prepaid).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.