The Path Forward: School Autonomy and Its Implications for the Future of Boston's Public Schools. Understanding Boston

Autor/inn/en	French, Dan; Hawley Miles, Karen; Nathan, Linda
Institution	Boston Foundation; Boston Public Schools; Education Resource Strategies; Center for Collaborative Education
Titel	The Path Forward: School Autonomy and Its Implications for the Future of Boston's Public Schools. Understanding Boston
Quelle	(2014), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Public Schools; Urban Schools; Institutional Autonomy; School Based Management; Accountability; Mixed Methods Research; Academic Achievement; Elementary Secondary Education; School Districts; Traditional Schools; California; Colorado; Maryland; Massachusetts; New York + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Institutionelle Autonomie; Verantwortung; Schulleistung; School district; Schulbezirk; Traditioneller Unterricht; Kalifornien; Master-Studiengang
Abstract	Boston Public Schools is at a crossroads. Nearly one-third of the system's schools operate under one of several "autonomy" structures, where school leaders have increased flexibility regarding staffing and other resources, and choice data indicate parents are far more likely to prefer these schools over so-called "traditional" schools. This paper explores the question of how Boston Public Schools can strengthen and support autonomy and accountability across its portfolio to promote innovation for equity and high performance. The findings and recommendations draw on detailed investigations of how five other urban school systems are navigating many of the same challenges that Boston faces today. The paper divides the research into six chapters. Chapter One: Introduction; Chapter Two: Methodology and Approach; Chapter Three: Findings from Boston; Chapter Four: Findings from Peer Districts; Chapter Five: A Proposed Path Forward; and Chapter Six: Conclusion. The paper also includes nineteen appendices: (1) Growth of Autonomous Schools in the Boston Public Schools; (2) Growth of Boston Student Population; 1990-2012, (3) Members of BPS Cross-Functional Working Group; (4) Boston Public Schools and Related Staff Interviewed for the Research; (5) Current Boston Public Schools School-Based Autonomies; (6) Growth in Scores by School Type and Subject; (7) Case Studies of BPS "Top Quadrant Schools" (8) Case Studies of Peer Districts; (9) Members of the Advisory Group; (10) Student Choice and Assignment by School Type; (11) Flexibilities Available through School Site Council Waivers; (12) BPS Principal Survey Results--Preferred Autonomies,; (13) School-by-School Demographic and Incoming Proficiency Data, SY2013-2014; (14) Extended Learning Time Analysis; (15) Time in School for Commonwealth Charters vs. BPS; (16) Teacher Demographics and Compensation Across School Types; (17) School Leader Experience, by School Type; (18) BPS Principal Survey Results--Evaluation of District Services, and (19) BPS Teacher Survey. (ERIC).
Anmerkungen	Boston Foundation. 75 Arlington Street, Boston, MA 02116. Tel: 617-338-2646; e-mail: txt@tbf.org; Web site: http://www.tbf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01