ERIC Number: ED373445
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Locating U.S. and English Schools in the Context of Organizational Autonomy.
Davies, Brent; Hentschke, Guilbert C.
There are many forms of school decentralization within and among countries. This paper presents findings of a study that compared decentralization efforts in England and the United States to identify changes that have been made in school-management structures and the effect of these changes on school operation. Data were derived from: (1) interviews with 60 school heads who have been identified as "successful"--30 in the United States and 30 in the United Kingdom--and who were fairly equally distributed among the public, private nonprofit, and private for-profit economic sectors; and (2) analysis of school documents. Specifically, the study categorized school heads' management decisions to place schools on a continuum of organizational autonomy. Findings indicate that American public school heads, even those extensively involved in school-based management, appear to operate with less autonomy than their counterparts in the other types of schools studied. Sector location provides partial explanatory power for location on the continuum from autonomy to dependence. Publicly financed English schools, for example, appear to act more like nonprofit schools than like publicly financed U.S. schools. At the other extreme, for-profit school heads appear to have relatively large amounts of autonomy, but they also face greater personal risks. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: United Kingdom
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).