Building on Shaky Ground: Reforming a Divided School System in Los Angeles

Autor/inn/en	Bush-Mecenas, Susan; Marsh, Julie A.
Titel	Building on Shaky Ground: Reforming a Divided School System in Los Angeles
Quelle	In: Education Next, 20 (2020) 2, S.40-51 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Urban Schools; School Districts; Educational Change; Change Strategies; Educational History; Teacher Strikes; Governance; Charter Schools; Educational Administration; Enrollment Trends; Public Schools; School Choice; Teacher Evaluation; Administrative Organization; Institutional Autonomy; Faculty Development; Equal Education; California (Los Angeles) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungsreform; Lösungsstrategie; History of education; Bildungsgeschichte; Lehrerstreik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Charter school; Charter-Schule; Bildungsverwaltung; Schuladministration; Schulverwaltung; Public school; Öffentliche Schule; Choice of school; Schulwahl; Teacher appraisal; Lehrerbeurteilung; Institutionelle Autonomie
Abstract	Facing the typical challenges of urban schooling, including overcrowded schools, mediocre academic outcomes, and high dropout rates, the Los Angeles Unified School District has been at the epicenter of big-city education reform over the past decade. This article takes a look at the past 10 years of reform strategies in Los Angeles, and how education leaders enacted, implemented, and modified them over time, and demonstrates how this historical review can provide potential lessons for future efforts. In particular, it focuses on three fault lines, or illustrative cases, that highlight the divisions, coalitions, obstacles, and progress that characterize the decade's reforms: (1) the portfolio management model; (2) multiple-measure educator evaluation; and (3) efforts to promote equity. Together, these three examples illustrate the dynamics of change efforts amid a background of fiscal exigency and fiercely competing constituencies. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01