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The Progress of Education Reform: School-based Management MS Word PDF - Looks at findings from various research and evaluation studies over the past 10 years, profiles a Chicago urban school district and the state of Kentucky, which have nearly a decade of experience with this decentralized decisionmaking process. (Suzanne Weiss, The Progress of Education Reform, vol. 2, no. 5, ECS, April-May 2001)...

Analysis of Academy School Performance in the 2011 and 2012 GCSEs. - Academy (charter) schools outperformed their state school counterparts, according to this study from the United Kingdom. In 2012, a larger percentage of students gained the reached the the government's benchmark and got higher average scores on the General Certificate of Secondary Education (GCSE). However, when researchers compared schools by excluding GCSE-equivalent results such as the National Vocational Qualifications and focused on GCSE examinations, they found no difference between academy and state schools. (Simon Rutt and Ben Styles, Local Government Association and NFER, November 2013)...

Decentralized Decisionmaking for Schools - This paper argues that interest in site-based decision making referred to as decentralized decisionmaking for schools (DDS) in this report is on the rise, fueled by state and federal accountability systems placing pressure on school-level leaders to improve student performance. The paper summarizes the history of DDS, in addition to discussing: (1) why to revive DDS, (2) how today's conditions are more conducive to DDS and (3) how to create conditions for successful implementation of DDS. (Janet S. Hansen and Marguerite Roza, RAND, 2005)...

Evaluation of the Performance Driven Budgeting Initiative of the New York City Board of Education (1997-2000) - According to this report, the New York City Board of Education's performance driven budgeting initiative produced a new budgeting system in which school-level decisonmaking is driving change upward through New York City's community school districts and central administrative structure. The study also found indications that academic outcomes in schools participating in the initiative have improved relative to schools not participating in it. (Dorothy Siegel and Norm Fruchter, New York University, 2002)...

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