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ERIC Number: ED468545
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 62
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Boston Pilot Schools Use Freedom over Budget, Staffing, and Scheduling To Meet Student Needs.
Center for Collaborative Education, Boston, MA.
This study examines Pilot Schools, which were created via a partnership among Boston's mayor, school committee, superintendent, and teachers union, to promote increased choice options within the school district. The initiative provides models of educational excellence to help foster widespread educational reform in all Boston public schools. Each school is small, democratic, and personalized. Enrollment matches that of the public schools by race, gender, and income status. The schools have autonomy over budget, staffing, governance and policies, curriculum/assessment, and the calendar. They have maximum flexibility in exchange for increased accountability. This study examines how Pilot Schools use their autonomy over resources to improve conditions of teaching and learning and increase their capacity to better meet students' needs. Data from interviews with school leaders, observations of Pilot School meetings, and document analysis (school calendars, schedules, staff lists, class lists, and annual all funds budgets) find that Pilot Schools negotiate consistent and equitable per pupil amounts. Through budget autonomy, they make necessary staffing and scheduling decisions to carry out their missions of improved student learning. They create staffing patterns that best met students' needs, use budget autonomy to personalize learning environments, and use scheduling autonomy to create longer blocks of instructional time. (Contains 16 references.) (SM)
Center for Collaborative Education, 1135 Tremont Street, Suite 490, Boston, MA 02120. Tel: 617-421-0134; Fax: 617-421-9016; Web site: http://www.ccebos.org/.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Boston Globe Foundation, MA.; Bill and Melinda Gates Foundation.
Authoring Institution: Center for Collaborative Education, Boston, MA.