ERIC Number: ED474604
Record Type: Non-Journal
Publication Date: 2003-Mar-12
Creating Communities of Learning: Public Education in Greater Boston.
This paper asserts that central to the debate over excellence and equity in education is the shifting nature of authority over public education in the schools and school districts of Greater Boston, Massachusetts, noting that the autonomy that local school districts have historically exercised is fading, if not gone. The 1993 Massachusetts Education Reform Act gave the state expanded authority over school curriculum and the responsibility to develop assessments to measure student and school performance. The federal government has also taken a more authoritative role. This paper focuses on federal, state, and local players in education policy; understanding accountability (education reform and the birth of Massachusetts Comprehensive Assessment System, or MCAS; assessing MCAS; accountability at the national level; and local accountability); the choice movement (school choice, charter schools, and funding for school choice and charter schools); equity and school funding; serving special populations (special education, English language learners, and bilingual education); excellence in the classroom; school building construction and quality; and the future of education in Greater Boston. (SM)
Descriptors: Bilingual Education, Charter Schools, Educational Change, Educational Policy, Educational Quality, Elementary Secondary Education, English (Second Language), Equal Education, Evaluation Methods, Financial Support, Governance, Government Role, High Stakes Tests, Public Education, School Choice, School District Autonomy, Special Education, Student Evaluation, Teacher Competencies, Urban Schools
Harvard University, John F. Kennedy School of Government, Rappaport Institute for Greater Boston, 79 John F. Kennedy Street, Cambridge, MA 02138. Tel: 617-495-5091; Fax: 617-496-1722; Web site: http://www.ksg.harvard.edu/rappaport/downloads/ggb_2003/2003_chapterfive.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Harvard Univ., Cambridge, MA.