ERIC Number: ED441271
Record Type: Non-Journal
Publication Date: 1999-Jan
Reference Count: N/A
Implementation of an Educational Accountability Agenda: Integrated Governance in the Chicago Public Schools Enters Its Fourth Year.
Wong, Kenneth K.; Anagnostopoulos, Dorothea; Rutledge, Stacey; Lynn, Laurence; Dreeben, Robert
This report focuses on how the Chicago Public School District, schools, and teachers implemented key components of the district's accountability agenda and its effects on teaching. Key findings are as follows: (1) formal sanctions influence school and teacher resource allocation; (2) mismatches between formal sanctions and support result in teacher skepticism; (3) professional discretion facilitates implementation of the district's academy model; (4) professional discretion challenges the district's attempts to expand teachers' roles; and (5) teacher discretion circumscribes district instructional intervention. District initiatives have affected how schools and teachers allocate key resources, including time, curriculum, and students. Schools and teachers have accommodated policies that entail formal sanctions and professional discretion by allocating instructional time and activities to fulfill policy objectives. By contrast, district support associated with formal sanctions appears to have had marginal impact. Teachers maintained discretion over classroom instruction, adapting and circumscribing district attempts to direct instructional change. (Contains 24 references and notes.) (DFR)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Joyce Foundation, Chicago, IL.; Department of Education, Washington, DC.
Authoring Institution: N/A