ERIC Number: ED458672
Record Type: Non-Journal
Publication Date: 1993-Jun
Reference Count: N/A
What Is Really Changing When Schools Restructure? Views from Four School Districts. Reports and Papers in Progress.
Restructuring has come to mean fundamentally substantive change leading to improvement in students' education, while offering the promise of power sharing. Organizational, curricular, relational, and fiscal changes were part of the restructuring initiatives of four urban districts. Unfortunately, the efforts generally fell short of genuine power-sharing. The Education Development Center, Inc. analyzed district changes on behalf of the Teacher Networks Group. In one district, the key initiatives were decentralization and site-based management, but there was no consensus about what these terms meant. In the second district, educators had not attended to curricular or relational changes. Site-based management with shared decision-making was appealing, but there was no agreement on what site-based management and shared decision-making meant. In the third district, budget cutbacks resulted in involuntary decentralization. Voluntary teacher study groups created positive relational changes, without obvious curricular changes. In the last district, fiscal changes made state funding attractive. But the funds were contingent on the forming of governance plans, which some saw as a distraction from the improvement of learning. If restructuring is about sharing power, all four types of change may be needed, as well as a clear connection between the improvement of learning and school restructuring. (RKJ)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Education Development Center, Inc., Newton, MA.