By Timothy Silver, Dr David T Conley
This booklet presents invaluable insights right into a dynamic structural switch that's being skilled, yet now not thoroughly understood, via educators and policymakers alike - the move of strength from the neighborhood to the kingdom and nationwide degrees. what is going to develop into of our public faculties during this new period of management? the writer lines the origins of this method, examines the consequences, and considers the place those alterations may perhaps lead.
Read Online or Download Who Governs Our Schools: Changing Roles and Responsibilities (Critical Issues in Educational Leadership Series) PDF
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Extra resources for Who Governs Our Schools: Changing Roles and Responsibilities (Critical Issues in Educational Leadership Series)
Example text
How Federal Policies Affect Local Practices While it is true that no national curriculum has been established and attempts at national assessments have been blunted, the scope of federal education policy has been extended dramatically. The national government now feels free to examine educational functioning, effectiveness, and methods. S. Department of Education, 2000). In the same year that Obey-Porter was passed, Congress also authorized the Reading Excellence Program (Office of Elementary and Secondary Education, 2001), which subsequently was incorporated into the No Child Left Behind Act of 2001.
The more important point in this context is that in no case was the federal goal the systematic or systemic improvement of teaching and learning; it was the achievement of greater equality of opportunity for groups that previously had been the victims of discrimination that limited their chance to participate fully in American society, economically and socially. Federal efforts at system improvement were primarily in service of these equity goals. From Goals to Rules Broad goals of this nature generally cannot be achieved by simply passing legislation and hoping that all the nation’s school districts transform themselves in ways that lead to achievement of legislative goals.
California led this wave with the Serrano and Serrano II 38 Power to the States 39 cases. S. Constitution. S. Supreme Court decision in Rodriguez. In Serrano II, however, the California Supreme Court required that school funding be determined on some basis other than district property wealth. The focus in this second wave remained on equity defined as equal funding per pupil. State courts did begin to find state funding systems unconstitutional when disparities in funding per pupil were so great that courts could find no rational relationship in the disparity to a legitimate state purpose.
