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ERIC Number: ED453575
Record Type: Non-Journal
Publication Date: 2000-Sep
Pages: 9
Abstractor: N/A
The District Role in Building Capacity: Four Strategies. CPRE Policy Briefs.
Massell, Diane
School districts strongly influence the strategic choices that schools make to improve teaching and learning. Districts act as gatekeepers for federal and state policy by translating, interpreting, supporting, or blocking actions on their schools' behalf. The efforts of districts to build the capacity of students, teachers, and schools are often the major, and sometimes only, source of external assistance that schools receive. This policy brief presents what was learned about how district policies build the capacity of schools and classrooms. The brief explores the promises and challenges of four major capacity-building strategies that researchers at the Consortium for Policy Research in Education observed in 22 districts in California, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas over a 2-year period. These strategies include interpreting and using data, building teacher knowledge and skills, aligning curriculum and instruction, and targeting interventions on low-performing students and/or schools. These are not the only strategies the 22 districts used, but they are the ones that appeared most frequently. It is important to recognize that the strategies are not mutually exclusive; they can and do overlap in districts in ways that are often reinforcing of the single strategy that is separated out for purposes of discussion. The project from which this brief results, "Education Reform Policy: From Congress to the Classroom," seeks to understand ways in which policies designed at different levels of the system support coherence, incentives for change, and the capacity of the system to implement reform. (DFR)
Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market St., Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; Annie E. Casey Foundation, Greenwich, CT.; Pew Charitable Trusts, Philadelphia, PA.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Grant or Contract Numbers: N/A
IES Cited: ED565615