ERIC Number: ED434182
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Designing Title I Schoolwide Programs: A Comparison of Three Urban Districts.
Sunderman, Gail L.
This paper examines how the federal accountability mandates affect the design and implementation of schoolwide programs under Title I of the Improving America's Schools Act. It considers the policies adopted by states and districts to meet the accountability mandates, and it examines, at the school level, how the implementation of an accountability framework affects the development of curriculum and instructional processes that allow teachers to work with students at different ability levels. The paper uses data from case studies of Ohio, Illinois, and Michigan, and three districts (Cleveland, Chicago, and Detroit, respectively) to examine these questions. The first section outlines the theoretical perspective of the research. The second describes the research design, and the third presents the findings. At state, district, and school levels there was a reliance on structural (organizational) changes of outcome controls to create pressure and place constraints on schools. These states and school districts incorporated the federal expectations into their accountability systems by adopting performance and content standards, core curriculum frameworks, and assessment systems. Schools were most likely to rely on organizational changes to accommodate the accountability mandates. Schools in Detroit were less likely to make the organizational changes that were observed in Chicago or Cleveland. The focus on standards-based reform has led to a more integrated approach to curriculum and assessment in Ohio and Illinois, but many questions remain about the implementation and effectiveness of standards-based reform. An appendix contains tables of study results for each school district. (Contains 12 tables and 23 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.
Identifiers - Laws, Policies, & Programs: Improving Americas Schools Act 1994 Title I