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Peer reviewed Peer reviewed
ERIC Number: EJ655018
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0017-8055
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565615