ERIC Number: ED345370
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
State Takeover of a Local District in New Jersey: A Case Study.
Citing longstanding educational deficiencies in the Jersey City Public School System, the New Jersey State Board of Education unanimously voted to take control of the district on October 4, 1989. This paper studies the first year of New Jersey's takeover policy for failing school districts. Data were collected through interviews, direct observation, and document review. The paper describes the development and operation of the monitoring system leading to state takeover, addresses the reasons for targeting Jersey City, discusses district accomplishments during the first year of state control, and describes the external forces influencing takeover. A year after state operation, school improvement seemed to have begun; efforts were made to educate and involve parents and the community, improve building facilities, expand prekindergarten programs, and ensure greater fiscal accountability. However, provision for additional funding was lacking, along with mandates ensuring availability of state department of education resources. Jersey City was also handicapped by an omission in the law preventing acquisition, construction, or major repair of buildings. Although the state-appointed district superintendent concentrated on evaluating staff, legal provisions guaranteeing seniority rights merely reshuffled personnel instead of removing many staff formerly in charge. (35 references) (MLH)
Descriptors: Accountability, Case Studies, Educational Improvement, Elementary Secondary Education, Legal Problems, Parent Participation, Program Implementation, Seniority, State Boards of Education, State School District Relationship
CPRE, Eagleton Institute of Politics, Rutgers, State University of New Jersey, New Brunswick, NJ 08901-1568 ($7 prepaid).
Publication Type: Reports - Evaluative
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.