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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Educational Governance
Private Education GovernanceJournal ArticlesEJ589462 EA536133Negotiating a Steady Course with Charters. Author: Steinberger, Elizabeth Donohoe Availability: Journal Citation: School Administrator, v56 n7 p6-12 Aug 1999 Publication Date: 1999 ISSN: 0036-6439 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2000 Abstract: Pioneer district/charter-school contracts try to balance the quest for autonomy with accountability requirements. Districts' experiences in three states (Colorado, Oregon, and Wisconsin) and their chosen navigation tools offer clues to developing productive processes and relationships for negotiating successful contracts. A sidebar defines the federal role. (MLH) Descriptors: *Accountability; Administrative Problems; *Charter Schools; *Contracts; Educational Finance; Elementary Secondary Education; Federal Government; *Governance; Government Role; *Institutional Autonomy; Legal Problems; *Negotiation Agreements Identifiers: Colorado; Salem Public Schools OR; Wisconsin EJ558160 EA534264 Can the Odds Be Changed? Author: Meier, Deborah Availability: Journal Citation: Phi Delta Kappan v79 n5 p358-62 Jan 1998 Publication Date: 1998-00-00 ISSN: ISSN-0031-7217 Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJJUL1998 Abstract: Every school must have the power and responsibility to select and design its own particulars. Unfortunately, the existing system is not designed to support oddball entities. Small, self-governing schools of choice could flourish in an exemplary, accountable manner, if we built the system for them and changed our mindsets about the relationships among all those responsible for raising our children. (MLH) Descriptors: *Accountability; Elementary Secondary Education; Excellence in Education; Governance; Institutional Characteristics; Institutional Survival; Participative Decision Making; *Private Schools; *School Based Management; *School Choice; *School Effectiveness; *Small Schools Identifiers: New York City Board of Education Descriptive Terms: For response to Meier's article, see EA 534 265. EJ547300 EA533556 Saving Money the Ontario Way: Networking with Your Neighbors. Author: Ryall, Mark Availability: Journal Citation: School Business Affairs v63 n6 p28-34 Jun 1997 Publication Date: 1997-00-00 ISSN: ISSN-0036-651X Language: English Document Type: Journal Articles (080); Reports (141); Reports (142) Journal Announcement: CIJDEC1997 Abstract: Examines varied types of Ontario public and Catholic school board collaboration, focusing on the structural characteristics of interorganizational networks, such as age, size, organizational members, number and degree of shared activities, operational and governance mechanisms, and cost savings obtained. The primary motives behind the 43 coop and 35 transportation networks are efficiency and service improvement. (15 references) (MLH) Descriptors: *Boards of Education; Catholic Schools; *Cooperation; *Cost Effectiveness; Elementary Secondary Education; *Financial Problems; Foreign Countries; Governance; *Networks; Public Schools; *Shared Resources and Services Identifiers: *Ontario EJ545885 EA533519 Moving toward a Shared Governance Model for Public Schools. Author: Madsen, Jean Availability: Journal Citation: International Journal of Educational Reform v6 n2 p214-25 Apr 1997 Publication Date: 1997-00-00 ISSN: ISSN-1056-7879 Language: English Document Type: Journal Articles (080); Reports (143) Journal Announcement: CIJNOV1997 Abstract: Summarizes a 1992-93 qualitative study examining how three private elementary schools used a shared-governance structure for involving participants in school-improvement efforts. Since private schools must solve their own problems and define educational directions, they benefit from autonomy. They survive by establishing a voluntary community with a collective identity and stakeholder responsibility--a suitable model for public schools. (13 references) (MLH) Descriptors: *Decentralization; *Democracy; Elementary Education; *Governance; *Models; *Participative Decision Making; *Private Schools; Public Schools DocumentsED459975 RC023308Setting Up a Small School: Information Pack. Author: Carnie, Fiona Institutional Author: Human Scale Education, Bath (England).(BBB36917) Availability: Human Scale Education, 96 Carlingcott, Nr Bath, BA2 8AW, UK (7.50 British pounds plus 3 pounds postage). E-mail: info@hse.org.uk. Publication Date: April 1999 ISBN: BN- 1-898321-03-5; Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2002 Descriptors: *Administrative Organization; Educational Environment; Educational Finance; Elementary Secondary Education; *Financial Support; Foreign Countries; Governance; *Nontraditional Education; Parent School Relationship; *Private Schools; Resource Materials; *School Administration; School Community Relationship; *Small Schools; Teacher Selection Identifiers: United Kingdom Descriptive Terms: Supported by Esnee Fairbairn Foundation (formerly Charitable Trust). Geographic Source: United Kingdom; England ED452609 EA031000 Education Maintenance Organisations and the Privatisation of Public Education: A Cross National Comparison of the USA and the UK. Author: Fitz, John; Beers, Bryan Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2001 Language: English Pages: 29 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEOCT2001 Abstract: Although making profits from public education is not new, what is new is the recent development of corporate interest in taking over the organization and management of public education specifically for profit-making purposes. The study reported in this paper focuses on the intrusion of "big business" into an educational arena that historically has been the preserve of elected representatives and professional educational administrators, the organization of local education authorities, and schools. The study explores the distinctive mode of privatization of education that takes the form of big business in general, and education maintenance organizations (EMOs) in particular, taking over the operation of public education, both at area and school levels. It considers the processes of privatization of public education and the conditions that have given rise to its prominence, in policy terms, in the United States and the United Kingdom. The study outlines the antecedents of EMO interest in public education. Within the mode of privatization, the most prominent are vouchers, contracting out, public-private partnerships, takeovers, tax credits, and private finance initiatives. This examination includes as well a detailed description of the history, role, purposes, and the success record of Edison Schools. (Contains 56 references.) (DFR) Descriptors: *Accountability; Charter Schools; Comparative Education; Contracts; Curriculum Problems; Elementary Secondary Education; Financial Support; Foreign Countries; Governance; *Private Education; *Privatization; *Public Schools; *School Business Relationship; Taxes; Teacher Associations Identifiers: *Edison Project; United Kingdom; United States Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: United Kingdom; Wales ED447578 EA030732 Charter Starters Leadership Training Workbook 4: Governance and Management. Author: Ley, Joyce Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: Northwest Regional Educational Laboratory, 101 SW Main, Suite 500, Portland, OR 97204. Tel: 800-547-6339 (Toll Free). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: July 1999 Language: English Pages: 132 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2001 Abstract: This workbook is part of a series devoted to all areas of charter-school development. Fourth in the series, this volume focuses on governance and management, with an emphasis on creating an organizational structure, establishing strong leadership, handling personnel issues, creating a board and board bylaws, managing growth, and dealing with liability issues. The text is divided into five sections. Section one examines governance and management issues and demonstrates why governance is important for charter schools. It discusses the board's role, how to develop committees, and how to plan for transition. This is followed by section two, which shows how to write a business plan and how to establish a sound financial system. The next section discusses leadership issues, leadership styles, and the importance of teamwork. Since employees are a key component in charter-school success, personnel issues are discussed in section four. This segment examines employee-selection practices and personnel policies, such as terms of employment, compensation, and benefits. The last section details internal policy development and raises such concerns as student/parent involvement, discipline, fiscal management, and student development. Each section features a selection of "tools" that contain activities to help generate ideas and lists helpful resources and other information. (RJM) Descriptors: *Charter Schools; *Educational Administration; Elementary Secondary Education; *Governance; Leadership Training; Nontraditional Education; *Program Implementation; School Policy; Workbooks Identifiers: Chartering Process Descriptive Terms: For others in the Charter Starters series, see EA 030 729-733. Contract Number: SB97023101 Geographic Source: U.S.; Oregon ED436856 EA030188 Charter School Governance. Author: Borsa, John; Ahmed, Marcus; Perry, Karen Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: August 1999 Language: English Pages: 15 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEJUN2000 Abstract: This paper reports and analyzes data related to the governance of charter schools. The report focuses on recent reform movements in charter schools, analyzing these schools' strengths and weaknesses. For the study, 531 questionnaires were sent to all charter school directors listed in the 1996/1997 Charter School Directory and to randomly selected new member directors identified in the 1997/1998 Charter School Directory. A total of 180 questionnaires were returned. Demographic data show that 60 percent of charter-school students were white, 17 percent were African-American, 4 percent were Asian, 11 percent were Pacific Islander, 19 percent were Hispanic, and 2 percent were other. Among the findings, 34 percent of respondents indicated that legal services were available, and 29 percent reported the availability of training programs in the state. In regards to discipline, many charter schools do not follow the same discipline procedures as those followed by the local school district. Study participants reported concerns that were clustered around four basic areas: the lack of acceptance of charter schools as full partners, the lack of support by local districts of charter schools, the lack of research-based practices, and the scarcity of startup support. Another major concern was the tepidness of local support for charter schools. (Contains 11 references.) (RJM) Descriptors: *Charter Schools; *Educational Administration; Educational Change; Educational Practices; Elementary Secondary Education; *Governance; National Surveys Descriptive Terms: Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (53rd, Jackson Hole, WY, August 10-14, 1999). Geographic Source: U.S.; Illinois ED433610 EA030026 Emerging Strategies for Private-Sector Governance. Author: Gibson, Cristina Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: ECS Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Stock No. SI-99-6; $6.50 prepaid, plus postage and handling). Tel: 303-299-3692; Web site: http://www.ecs.org . Publication Date: January 1999 Language: English Pages: 57 Document Type: Reports--Descriptive (141) Journal Announcement: RIEFEB2000 Abstract: This report delineates five governance strategies in U.S. corporations that have emerged over the last 20 years: (1) reform of corporate boards, which includes the role of boards and implementation approaches; (2) organizational improvement, which details employee involvement, total quality management, and reengineering; (3) developing team-based organizations and types of teams; (4) establishing independent sub-units, such as "Greenfield Sites," and co-governance; and (5) creating organization networks, such as process interdependence and resource coalitions. As each strategy is addressed, the role of key stakeholder groups is discussed, the underlying values and goals associated with the strategy are identified, and the change process involved in implementing the strategy is reviewed. The changing nature of accountability, human-resource requirements, and particular challenges faced in implementing the strategy also are discussed. Case examples, including the results obtained upon implementation of each strategy, follow. The article then describes future trends in private-sector governance, such as corporate boards, different kinds of governance systems, team-based structures, and network organizations. A conclusion offers some analogies to public education, such as board reform, organizational improvement, team-based structures and mini-business units, independent sub-units, and networks. Two appendices provide a summary of governance strategies, along with some examples. (RJM) Descriptors: *Educational Administration; Educational Change; *Educational Trends; Elementary Secondary Education; *Governance; *Private Sector; School Administration; School Policy Descriptive Terms: For related documents, see EA 030 023-025 and EA 030 027. Geographic Source: U.S.; Colorado ED426473 EA029567 Learning from School Choice. Author: Peterson, Paul E., Ed.; Hassel, Bryan C., Ed. Institutional Author: Brookings Institution, Washington, DC.(BBB01336) Availability: Brookings Institution Press, 1775 Massachusetts Ave., N.W., Washington, DC 20036 (hardcover: ISBN-0-8157-7016-2; paperback: ISBN-0-8167-7015-4). Publication Date: 1998 ISBN: 0-8157-7016-2 Language: English Pages: 442 Document Type: Book (010); Collected works--Proceedings (021); Numerical/Quantitative Data (110) Journal Announcement: RIEJUN1999 Abstract: This volume contains revised versions of 16 essays presented at a conference, "Rethinking School Governance," hosted by Harvard's Program on Education Policy and Governance in June 1997. Part 1, "Introduction," contains two chapters: (1) "School Choice: A Report Card" (Paul E. Peterson); and (2) "The Case for Charter Schools" (Bryan C. Hassel). Part 2, "School Choice and School Reform," contains three chapters: (3) "Governance and Educational Quality" (John E. Brandl); (4) "Civic Values in Public and Private Schools (Jay P. Green); and (5) "Policy Churn and the Plight of Urban School Reform" (Frederick M. Hess). Part 3, "Public School Choice," contains five chapters: (6) "Analyzing School Choice Reforms That Use America's Traditional Forms of Parental Choice" (Caroline M. Hoxby); (7) "Interdistrict Choice in Massachusetts" (David L. Armour and Brett M. Peiser); (8) "Charter Schools as Seen by Students, Teachers, and Parents" (Gregg Vanourek, Bruno V. Manno, Chester E. Finn, Jr., and Louann A. Bierlein); (9) "The Performance of Privately Managed Schools: An Early Look at the Edison Project" (John E. Chubb); and (10) "Charter Schools: Politics and Practice in Four States" (Bryan C. Hassel). Part 4, "Vouchers for Private Schools," contains four chapters: (11) "Comparing Public Choice and Private Voucher Programs in San Antonio" (R. Kenneth Godwin, Frank P. Kemerer, and Valerie J. Martinez); (12) "Evidence from the Indianapolis Voucher Program" (David J. Weinschrott and Sally B. Kilgore); (13) "School Choice in Milwaukee: A Randomized Experiment" (Jay P. Greene, Paul E. Peterson, Jiangtao Du); and (14) "Lessons from the Cleveland Scholarship Program" (Jay P. Greene, William G. Howell, and Paul E. Peterson). Part 5, "Constitutional Issues," contains two chapters: (15) "Why Parents Should Choose" (Stephen G. Gilles); and (16) "School Choice and State Constitutional Law" (Joseph P. Viteritti). (Contains 112 tables and 23 figures.) (RIB) Descriptors: *Administration; Charter Schools; *Educational Policy; Educational Vouchers; Elementary Secondary Education; *Governance; Public Schools; *School Choice; *School Organization; Tables (Data) Geographic Source: U.S.; District of Columbia ED412618 EA028692 Emerging Issues in K-12 Independent School Governance. AGB Occasional Paper No. 14. Author: Kane, Pearl R. Institutional Author: Association of Governing Boards of Universities and Colleges, Washington, DC. Availability: Publication Date: 1992-00-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 21 Document Type: Reports (141) Journal Announcement: RIEMAR1998 Abstract: There are approximately 1,500 independent schools in the United States, varying widely in philosophy, organization, and style. This paper addresses changes that have developed in and around independent schools and within their boards, discusses the implications of these changes for trustees, and examines the challenges confronting independent school boards. The largest single problem confronting independent schools is the need to fill seats. Demographic change, the economic recession, and competition from public schools are all factors that affect enrollment. Another challenge is the increasingly difficult administration of independent schools, which have become complex organizations. Economic pressures have immensely complicated administration of independent schools, and a consumerist attitude on the part of parents has replaced the familial feeling that once characterized their relationship with the school. Interviews with 47 people directly and indirectly involved with the boards of independent schools indicate that there are four major issues facing independent school boards: commitment, composition, structure, and board/head relations. These findings underscore the need for trustee education. To meet these challenges, boards will need to tap the skills and knowledge of their members to the fullest. Boards will need educational plans for their own development just as they need strategic plans for their institutions. (SLD) Descriptors: *Boards of Education; Demography; *Economic Factors; *Educational Administration; Educational Change; Educational Planning; Elementary Secondary Education; *Private Schools; *Trustees Level: 1 Geographic Source: U.S.; District of Columbia ED404337 SP037175 Teachers' Sense of Community: How Do Public and Private School Compare? Author: Royal, Mark; And Others Institutional Author: American Institutes for Research in the Behavioral Sciences, Washington, DC. Availability: Governmental Status: Federal Sponsoring Agency: National Center for Education Statistics (ED), Washington, DC. Publication Date: 1996-12-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Report Number: IB-10-96; NCES-97-910 Language: English Pages: 3 Document Type: Reports (143) Journal Announcement: RIEJUN1997 Abstract: This Issues Brief uses data from Schools and Staffing Surveys (SASS) conducted in 1987-88 and 1993-94 to examine teachers' sense of community in U.S. public and private schools. The brief examines teachers' perceptions of: (1) the extent to which staff members share common goals, beliefs, and expectations with respect to schooling; (2) the extent to which school governance procedures involve and support teachers; and (3) the extent to which relations among staff members are collegial and cooperative. The results indicated that private school teachers experience a stronger sense of community at work than do public school teachers, no matter the size of the school. Also, in keeping with prior research, study results indicated that school size is related to teachers' sense of community in both sectors, with teachers in small schools generally reporting a greater sense of community than teachers in large schools. This finding suggests that recent efforts to break down large public schools into smaller units (e.g. schools within schools) may be beneficial not only to students but to teachers as well. (ND) Descriptors: *Collegiality; *Community; Elementary Secondary Education; *Private Schools; *Public Schools; *School Culture; Teacher Attitudes; Teachers; Teaching Conditions Identifiers: *Schools and Staffing Survey (NCES) Level: 1 Geographic Source: U.S.; District of Columbia ED387897 EA027091 A Profile of Catholic School Boards: Results from the NABE Survey. Author: Convey, John J. Availability: Publication Date: 1995-04-00 Copy Availibility: EDRS Price MF01/PC01 Plus Postage. Language: English Pages: 19 Document Type: Speeches, Conference Papers (150); Reports (143) Journal Announcement: RIEMAR1996 Abstract: In her book Building Better Boards, Sister Lourdes Sheehan listed eight reasons for establishing and fostering Catholic education boards. This paper presents findings of a study that gathered information about boards in different types of Catholic elementary and secondary schools. A national survey of almost 1,400 Catholic schools received 806 completed questionnaires, most of which (92 percent) were completed by principals. Respondents assigned a grade of A to 25 percent of the boards and a B to 44 percent. Boards spent the majority of their time on the following issues--budget and finance, development and funding, planning, policy, and marketing/public relations/recruitment. Their five most important accomplishments were reported to be development and fund raising, financial stability, long-range planning, building upgrade, and marketing/public relations/recruitment. Effective boards took ownership of issues, developed and defended policy, offered financial advice, enabled strategic planning, and served as a good public-relations resource. Boards provided an opportunity to involve the laity, particularly parents of children in Catholic schools. It is recommended that boards and other governance structures help principals achieve the levels of spiritual, educational, and managerial leadership expected of a Catholic school administrator. Fourteen tables are included. (LMI) Descriptors: Board of Education Policy; *Board of Education Role; *Boards of Education; *Catholic Schools; Educational Objectives; Elementary Secondary Education; *Governance; Governing Boards Descriptive Terms: Paper presented at the Annual Meeting of the National Catholic Educational Association (Cincinnati, OH, April 18-21, 1995). Level: 1 Geographic Source: U.S.; District of Columbia ED375495 EA026197 The Development and Prospect of Private Schools in China: A Preliminary Study. Author: Lin, Jing Availability: Publication Date: 1994-04-00 Copy Availibility: EDRS Price MF01/PC02 Plus Postage. Language: English Pages: 26 Document Type: Viewpoints (120); Speeches, Conference Papers (150) Journal Announcement: RIEMAR1995 Abstract: This paper presents information on a new educational phenomenon in China--private schools. It reflects on the history of private education in China and its disappearance since 1949. Economic, social, and political conditions that prompted the reemergence of private schools since China's economic reform started in 1978 are examined. The article provides a preliminary overview of the rapid development of private schools by examining three major types of private schools, analyzing their characteristics, and pinpointing their potentials and problems. The three major types of private schools include: (1) urban elite primary and secondary; (2) ordinary private schools; and (3) private regular (degree-granting) universities and adult universities. The reappearance and rapid development of private schools in China raises questions concerning educational inequality, efficiency, and diversity. Private schools give parents more choices, may stimulate public schools to improve educational quality, and more closely link schools with society. They feature self-governance, self-support, self-defined curriculum, self-selected students and faculty, and small size. Their exemption from state mandate and self-defined mission give them greater latitude for development. However, their autonomy is influenced by the marketplace, social and legal support, and government regulations. Although the Chinese government has generally responded positively to private schools, it has not developed concrete policies or provided support for improvement. (Author/LMI) Descriptors: Decentralization; Educational History; Elementary Secondary Education; Foreign Countries; *Government School Relationship; Higher Education; Institutional Autonomy; Nontraditional Education; Private Colleges; *Private Education; *Private Schools; *School Choice Identifiers: *China Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). Level: 1 Geographic Source: Canada; Quebec |