打印

作者

来源

URBAN EDUCATION,Vol.52,Issue2,P.236-266

语言

英文

关键字

educational policy; school improvement; capacity; state education agencies; NO CHILD LEFT; ORGANIZATIONAL CAPACITY; EDUCATION; REFORM; POLICY; ACCOUNTABILITY; NETWORKS; BOUNDARIES; STANDARDS; ACT

作者单位

[Childs, Joshua] Univ Texas Austin, Coll Educ, Educ Policy & Planning, Austin, TX 78712 USA. [Russell, Jennifer Lin] Univ Pittsburgh, Sch Educ, Learning Sci & Policy, Pittsburgh, PA 15260 USA. [Russell, Jennifer Lin] Univ Pittsburgh, Learning Res & Dev Ctr, Pittsburgh, PA USA. Childs, J (reprint author), Univ Texas Austin, 1912 Speedway,D5400, Austin, TX 78712 USA. E-Mail: joshuachilds@austin.utexas.edu

摘要

Improving low-achieving schools is a critical challenge facing urban education. Recent national policy shifts have pressed states to take an expanded role in school improvement efforts. In 2009, a federal grant competition called Race to the Top (RttT) compelled states to improve their capacity to implement ambitious education reform agendas. Drawing on the theory of organizational capacity, the study sampled five RttT winning states' plans to support improving low-achieving schools. Findings indicate that states sought to build capacity to productively enact an expanded role and focus resources and expertise toward school improvement initiatives.