A Forced March for Failing Schools: Lessons from the New York City Chancellor's District.

dc.creator	Deinya Phenix
dc.creator	Dorothy Siegel
dc.creator	Ariel Zaltsman
dc.creator	Norm Fruchter
dc.date	2005-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:47Z
dc.date.available	2015-07-20T22:06:47Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/f781bdace8ca4acfbf7518626dd3d3ac
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10749
dc.identifier.uri	https://doaj.org/article/f781bdace8ca4acfbf7518626dd3d3ac
dc.description	In the mid-nineties, the New York City Schools Chancellor created a citywide improvement zone to take over a significant proportion of the city's lowest performing schools whose local community school districts had failed to improve them. This "Chancellor's District" defined centralized management, rather than local control, as the critical variable necessary to initiate, enforce and ensure the implementation of school improvement. This large-scale intervention involved both a governance change and a set of capacity-building interventions presumably unavailable under local sub-district control. Our study retrospectively examined the origins, structure and components of the Chancellor's District, and analyzed the characteristics and outcomes of the elementary schools mandated to receive these interventions. Our longitudinal analysis compared Chancellor's District schools to New York City's other state-identified low performing schools, based on a school-level panel of performance, demographic, human resource, and expenditure data collected from district Annual School Report Cards and School Based Expenditure Reports from 1998-99 through 2001-02. The results suggest that the Chancellor's District intervention improved these schools' instructional capacity and academic outcomes, both relative to where these schools would have been and relative to comparable schools.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/145
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 13, p 40 (2005)
dc.subject	school reform
dc.subject	low performing schools
dc.subject	accountability
dc.subject	district intervention
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A Forced March for Failing Schools: Lessons from the New York City Chancellor's District.
dc.type	Article