Policy Barriers to School Improvement: What's Real and What's Imagined?
States and districts have traditionally controlled the resources that go into schools and regulated the practices that governed them. Today though, school leaders who are empowered to make the decisions they think will most benefit students are organizing in new ways and attempting to provide students with a more personalized learning experience.
But even principals who use their newfound independence to aggressively reallocate resources say that persistent district, state, and federal barriers prohibit them from doing more. The authors of this report investigated the barriers principals cited, sometimes with the assistance of state education agencies, to determine whether there were work-arounds that principals didn’t realize. What the authors found is simultaneously troubling and encouraging: principals have far more authority than they think. Only 31% of the barriers cited were “real” – immovable statues, policies, or managerial directives that bring the threat of real consequences if broken.
Explore More
Investing in Infrastructure to Solve Complex Challenges
By implementing a strategic and holistic approach to infrastructure, education leaders can begin to address and find solutions to many of...
Using Data to Drive Equitable Edtech Investments
Advocating for equitable edtech investments starts with collecting and understanding data. School and district leaders must consider what...
School-Based Budget Decision Making with District-Facilitated Support
To support school leaders in building decision-making skills and autonomy around school-based budgeting, Hopkins Public Schools provided...