ERIC Number: ED478097
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
A Web of Support: The Role of Districts in Urban Middle-Grades Reform.
This report presents challenges of and strategies for implementing reform in middle-grades schools, highlighting the perspectives of district administrators who participated in the Urban Middle-Grades Reform Network. The first section reviews literature on district support of school reform, including research on limitations of district-led reform, the district infrastructure needed to implement and support reform, and changing relationships within the central office. Next, it discusses information from a series of interviews with 14 respondents from 12 districts representing a variety of geographic locations. Interviews focused on managing districtwide reform and the change process; supporting specific school-level changes; and engaging the community in middle-grades reform. Respondents noted the importance of creating widespread commitment, changing the school and district culture, and being realistic about the time needed to implement reforms. They found they had to change attitudes, school climate, and district culture in order to make deep changes in the schools. All noted the necessity of proper and focused planning time and emphasized that middle-grades reform had to remain a priority in the district. Three appendices discuss recruiting, training, and retaining leaders to manage reform; whole-school reform models; and using data to support school reform and address achievement gaps and equity issues. (Contains 22 references.) (SM)
Descriptors: Academic Achievement, Administrator Attitudes, Administrator Role, Change Strategies, Educational Change, Middle Schools, School Districts, Teacher Recruitment, Urban Schools
Academy for Educational Development, 100 Fifth Avenue, New York, NY 10011. Tel: 212-243-1110; Web site: http://www.aed.org/scs.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Ewing Marion Kauffman Foundation, Kansas City, MO.; Edna McConnell Clark Foundation, New York, NY.
Authoring Institution: Academy for Educational Development, Inc., New York, NY.