Monitoring Commission for Desegregation Implementation's Analysis of the Core Planning Teams of Project CANAL--Year 1 (1988-1989).

Autor/inn/en	Davidson, Mary E.; und weitere
Institution	Chicago Public Schools, IL. Monitoring Commission for Desegregation Implementation.
Titel	Monitoring Commission for Desegregation Implementation's Analysis of the Core Planning Teams of Project CANAL--Year 1 (1988-1989).
Quelle	(1990), (69 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Recht; Budgets; Community Control; Compliance (Legal); Desegregation Plans; Elementary Secondary Education; Management Development; Participant Characteristics; Participative Decision Making; Program Evaluation; School Based Management; School Community Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Finanzhaushalt; Programme evaluation; Programmevaluation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This first-year evaluation analyzes the composition and participation of the core planning teams of Project Creating a New Approach to Learning (CANAL), part of a court-mandated desegregation plan to reduce inequities in predominantly Black and Hispanic American schools in Chicago (Illinois). CANAL's goal is to organize and train core planning teams, the representative bodies of the school community, to engage in shared decision-making and to develop organizational structures that incorporate the community in the organizational and educational processes of the schools. The teams were to be composed of parents, teachers, principals, ancillary school staff, and community members. The following findings are presented: (1) some teams were too small to be representative and some were too large to be effective; (2) the methods for composing teams varied widely; (3) teachers dominated the memberships; (4) ancillary staff, community members, and parents were dramatically underrepresented on the teams; (4) 24 percent of the team members, including about half of the ancillaries, parents, and community members, failed to attend the orientation sessions; (5) 25 percent of the team members failed to attend the first of the school-based management (SBM) training sessions; (6) 28 percent of the team members, including 75 percent of the community members, failed to attend the second of the SBM training sessions; and (9) there were further declines in the attendance of nonteaching team members in the total site training. Statistical data are presented in 16 tables. A budget is appended. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC