ERIC Number: ED072161
Record Type: Non-Journal
Publication Date: 1972-Dec
Reference Count: N/A
Reforms in Washington: The Model School Division, 1963-1972. Final Report.
This study traces the origin and development of the Cardozo Model School Division, an area of Washington, D.C. having 17,000 poor children. Why did this particular reform shift in aims and alter shape between 1963 and 1972? Three factors played a major role in determining the direction reforms took. First, the particular reform perceptions of policy-makers; second, how each participant conceptualized goals, strategies, and consequences of reform; and third, the policy-making power of each participant to convert ideas into operation. While the push for change came from outside the system, the Superintendent controlled policy-making. His views on the school's role, poverty, and the goals of reform shaped the initial direction the Division took. The subsequent character of the reform seemed to be a reflection, in part, of similarities in Model School Division administrators. But explaining the direction traveled solely in organizational terms would be simplistic. Reformers, for example, lacked common goals and strategies for changing schools; moreover, they did not consider the organizational consequences that would flow from their particular agendas for change. They felt that reform could be achieved easily and quickly. Thus, this institutional study of one effort at reform traces the interaction between reformers and school officials, to explain why a reform became what it was. (Author/JM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Washington School of Psychiatry, Washington, DC.
Identifiers - Location: District of Columbia