Why Continuous Improvement Is a Poor Substitute for School Choice

Autor/inn/en	Rose, David C.; Rochester, J. Martin
Titel	Why Continuous Improvement Is a Poor Substitute for School Choice
Quelle	In: Journal of School Choice, 2 (2008) 4, S.440-454 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1558-2159
Schlagwörter	Public Schools; School Choice; Total Quality Management; Educational Improvement; Educational Assessment; Educational Innovation; Parent Participation; Educational Change; Competition; Incentives; Constructivism (Learning); Block Scheduling; Individualized Instruction; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Choice of school; Schulwahl; Quality management; Qualitätsmanagement; Teaching improvement; Unterrichtsentwicklung; Education; assessment; Bewertungssystem; Instructional innovation; Bildungsinnovation; Elternmitwirkung; Bildungsreform; Wettkampf; Anreiz; Block teaching; Blockunterricht; Stundentafel; Individualisierender Unterricht; Grouping; Gruppenbildung
Abstract	Efforts to introduce school choice have produced pressures on public schools to improve their performance. As a result, many public schools have embraced the total quality management principle of continuous improvement. In this article we explain that while this may be well intentioned, it may have perverse unintended consequences. A likely by-product of adopting this principle is the degradation of school performance because of an asymmetry of incentives that leads to a systematic bias in the evaluation of the efficacy of new innovations. In short, there is pressure to avoid or abandon innovations that educators oppose even if such innovations improve academic performance, while there is pressure to adopt or continue innovations that educators favor even if they do not improve performance. Anecdotal evidence is presented that is consistent with the argument. (Contains 24 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10