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ERIC Number: ED245359
Record Type: RIE
Publication Date: 1983-Jun
Pages: 49
Abstractor: N/A
Reference Count: 0
Transforming the Frog into the Prince: Effective Schools Research, Policy, and Practice at the District Level.
Cuban, Larry
Despite consensus on the administrative reforms needed in school effectiveness programs, policy problems are raised when administrators and school boards want to translate research findings on school improvement into practical terms. Although school systems are now using a number of organizational tools that lift standardized test scores (for instance, broad instructional goals are being clarified and classroom teaching matched to goals), schools are not finding effectiveness programs cost-free as implementation expenses and continuing programs impose substantial costs. Issues of hiring, training, evaluating, and increasing staff awareness capture the personnel policy tasks. Districts must choose administrative fiat or school-generated initiatives to implement new strategies. Boards must, in any case, consider the issues of requiring compliance with policy, the shape of inservice training, and the incentives and sanctions available to administrators. Although research stresses the role of administrators as instructional leaders, their leadership roles must be clarified for each district's situation. Boards and administrators must also be aware that pushes for effectiveness may have unanticipated consequences: in increased curriculum uniformity, narrowing of school focus, and staff conflicts. (JW)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Dingle Associates, Inc., Washington, DC.
Note: Paper prepared for the National Institute of Education Conference on State and Local Policy Implications of Effective School Research.