The State's Role in Regulating Education [electronic resource] : 1990 Report and Recommendations.
Recent educational reform initiatives have caused the state to examine its role in regulation of schools, and the current regulatory processes have been found to be in need of revision. The current system, in which the state grants "recognition" to schools that meet its standards based on...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Summary: | Recent educational reform initiatives have caused the state to examine its role in regulation of schools, and the current regulatory processes have been found to be in need of revision. The current system, in which the state grants "recognition" to schools that meet its standards based on whether they meet a rigidly defined set of criteria, is capable of addressing only the most general of differences between schools and their districts: Full Recognition, Probationary Recognition, and Nonrecognition. Since dissolving a school district through Nonrecognition is virtually never a viable option, the state has no level of sanction that allows for intervention in situations that call for it. Other problems with this system include its inflexibility in terms of differences that may exist between school districts, its failure to address the quality of student learning, and its lack of a mandated public disclosure of the results of the evaluation process. Recommended changes in current regulatory practices include: (1) the inclusion of student performance in criteria for evaluation; (2) the definition of a sufficient number of performance levels to more accurately access schools; (3) an increase in the number of possible intervenient options available to the state; and (4) a commitment to open disclosure of the results of the evaluation to the public. (RJS) |
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| Item Description: | ERIC Document Number: ED320198. Educational level discussed: Elementary Secondary Education. |
| Physical Description: | 25 p. |