ERIC Number: EJ655018
Record Type: Journal
Publication Date: 2002
Complexity, Accountability, and School Improvement.
O'Day, Jennifer A.
Harvard Educational Review, v72 n3 p293-329 Fall 2002
Using complexity theory, examines standards-based accountability focused on improving school organization. Compares Chicago Public Schools' outcomes-based bureaucratic accountability approach with Baltimore City Schools' combined administrator-professional accountability. Concludes that the combined approach should result in more lasting change. (Contains 73 references.) (SK)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED565615