ERIC Number: EJ763323
Record Type: Journal
Publication Date: 2006
Reference Count: N/A
Breaking the Mold: How Do School Entrepreneurs Create Change?
Education Next, v6 n2 p42-49 Spr 2006
Disgusted by what he and his staff considered to be poorly written, poorly stapled, and generally disorganized mandatory citywide exams sent to Fritsche Middle School by the Milwaukee Public Schools central office in the fall of 1999, Principal Bill Andrekopoulos committed an act of ownership theretofore unheard of in the 100,000-student school district. Andrekopoulos and his staff stuffed the exams back into the box and shipped them back, Return to Sender. Andrekopoulos, who at the time was a student of a national performance-management program, proved what could be done when sound decisions were made by entrepreneurial leaders at the school level rather than at the central office. Schools like Fritsche in Milwaukee have historically been the exception within public education. Increasingly, though, the trends that made Fritsche possible, including strong leadership in the principal's office and shifts in power caused by private-school vouchers and charter schools, are apparent throughout the United States. In this article, the author discusses how entrepreneurs within the public school systems play a role in improving conditions for learning in the schools under their charge. He also discusses how policymakers who wish to unleash more entrepreneurial energy in struggling school systems should consider an approach that makes risk taking more glamorous and rewarding than is currently the case.
Descriptors: School Personnel, Public Education, Educational Vouchers, Charter Schools, School Choice, Entrepreneurship, Public Schools, School Districts, Superintendents, Leadership, Principals, Federal Legislation, Change Agents, Academic Achievement, Educational Change
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: email@example.com; Web site: http://www.hoover.org/publications/ednext
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: United States; Wisconsin
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001