Urban school districts tend to lose their focus, hopping from reform to reform, as new leaders with ideas of their own take the helm.
Not exact matches
A behavioral argument could also be made: that the state's reform policies, its public shaming and sanctions for low - performing
schools, would most strongly influence the behavior of
urban districts, which
tend to have a history of low performance and mismanagement.
During our work with
district, charter, and private
schools — large, small,
urban, rural, as well as progressive and traditional — the master scheduling process
tends to be more alike than different.
Hoxby also finds that
urban areas with a large number of
school districts, and therefore many options for families choosing where to reside,
tend to have higher test scores than cities like Miami, where one
school district covers anyone living close enough to work in the city.
Since 2007, the number of
districts strongly committed to socioeconomic integration has more than doubled, from 40 to 100 nationwide.75 These
districts tend to be large and
urban, and today, roughly 4 million students reside in a
school district or charter
school that considers socioeconomic status in their student assignment system — representing about 8 percent of total public
school enrollment.76
Even where
urban and high - poverty
school districts emphasize public engagement, the policies and preferences
tend to «trickle down» to
schools only in the form of mandated representation on
school councils — a weak strategy for distributing leadership.
This initiative is noteworthy among the nation's large
urban school districts, where fewer dual and concurrent enrollment opportunities exist, and those
tend to be available only to select students in relatively well - off
schools.