Situating School District Resource Decision Making in Policy Context

Autor/in	Spain, Angeline K.
Titel	Situating School District Resource Decision Making in Policy Context
Quelle	In: American Journal of Education, 122 (2016) 2, S.171-197 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/684553
Schlagwörter	Administrative Organization; Resource Allocation; Decision Making; Educational Policy; School Districts; Urban Schools; Expertise; School Policy; Educational Quality; Costs; Equal Education; Educational Finance; California + Suchen Sie Ihr Suchwort? Ressourcenallokation; Decision-making; Entscheidungsfindung; Politics of education; Bildungspolitik; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Expert appraisal; Schulpolitik; Quality of education; Bildungsqualität; Cost; Kosten; Bildungsfonds; Kalifornien
Abstract	Decentralization and deregulation policies assume that local educational leaders make better resource decisions than state policy makers do. Conceptual models drawn from organizational theory, however, offer competing predictions about how district central office administrators are likely to leverage their professional expertise in devolved decision making about school funding. To explore deregulation policy in practice, I examine resource decision making in two urban school districts using the case of a 2009 California school funding deregulation policy. I argue that expertise is a key political dynamic in district resource decision making, setting the framework by which decision makers interpret and weigh local school quality, cost, and equity concerns and, as a result, reallocate deregulated dollars. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01