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Direct linkKeddie, Amanda; MacDonald, Katrina; Blackmore, Jill; Boyask, Ruth; Fitzgerald, Scott; Gavin, Mihajla; Heffernan, Amanda; Hursh, David; McGrath-Champ, Susan; Møller, Jorunn; O'Neill, John; Parding, Karolina; Salokangas, Maija; Skerritt, Craig; Stacey, Meghan; Thomson, Pat; Wilkins, Andrew; Wilson, Rachel; Wylie, Cathy; Yoon, Ee-Seul – Australian Educational Researcher, 2023
The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to…
Descriptors: Foreign Countries, Public Schools, Institutional Autonomy, School District Autonomy
Cathy Wylie – New Zealand Journal of Educational Studies, 2024
New Zealand's state schools have been self-managing since 1989, with government agencies playing a more limited role in terms of support than in other countries. This radical change was intended to improve education and make it more responsive and equitable. These goals have not been achieved. In 2018, the Labour-led government asked for an…
Descriptors: Foreign Countries, Public Schools, School Administration, Institutional Autonomy
Download full textBill Kottenstette; Paola Paga – Colorado Department of Education, 2024
The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S., was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to make requests to their local…
Descriptors: Educational Innovation, State Legislation, Educational Legislation, School District Autonomy
Sinnema, Claire; Nieveen, Nienke; Priestley, Mark – Curriculum Journal, 2020
The proposed Curriculum for Wales 2022 presents a bold new vision for curriculum, teaching and learning. Together with its focus on four key purposes, it affords substantially more flexibility and autonomy to teachers and schools, positions learners as central to curriculum decision making, promotes active forms of pedagogy and…
Descriptors: Foreign Countries, Comparative Education, Educational Change, Professional Autonomy
Muñoz-Muñoz, Eduardo – Policy Analysis for California Education, PACE, 2020
When then-Governor Jerry Brown signed the Local Control Funding Formula (LCFF) into law in 2013, California's leaders were hopeful that this legislation would set high expectations for flexibility, transparency, and equity within school districts. A key component of the legislation was to allow districts more flexibility to make spending decisions…
Descriptors: English Language Learners, School Districts, School District Autonomy, Funding Formulas
Kottenstette, Bill; Paga, Paola – Colorado Department of Education, 2021
The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S., was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to make requests to their local…
Descriptors: Educational Innovation, State Legislation, Educational Legislation, School District Autonomy
Shewbridge, Claire; Fuster, Marc; Rouw, Rien – OECD Publishing, 2019
Prepared for a Centre for Educational Research and Innovation (CERI) Strategic Education Governance Learning Seminar, this working paper analyses the functioning of accountability mechanisms in the Flemish school system from a complexity perspective, particularly accountability of equity funding in primary and secondary education. The paper shows…
Descriptors: Foreign Countries, Accountability, Educational Finance, Educational Equity (Finance)
Kottenstette, Bill; Paga, Paola – Colorado Department of Education, 2020
The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S, was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas and contexts to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to request to their local school…
Descriptors: Educational Innovation, State Legislation, Educational Legislation, School District Autonomy
Elonga Mboyo, Jean Pierre – Educational Philosophy and Theory, 2019
In an age of nationalisation of international educational (leadership) policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of (research-based) professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation…
Descriptors: Educational Policy, Educational Theories, Educational Change, Instructional Leadership
LaFortune, Julien – Public Policy Institute of California, 2019
California enacted the Local Control Funding Formula (LCFF) in 2013-14 in an effort to simplify school finance, revamp accountability, and increase funding for high-need students--those who are low income, English Learners, homeless, and/or foster youth. The LCFF represents an overhaul of the previous system of K-12 school finance that had been in…
Descriptors: School District Autonomy, Funding Formulas, Educational Finance, Resource Allocation
Wells, Mary; Ward, Tresha – Bellwether Education Partners, 2019
Districts around the country are increasingly experimenting with the design and launch of autonomous district schools as a way to increase innovative, high-quality school options; bring decision-making closer to students; retain talented leaders; and prevent students and families from leaving the district for charter schools. In this report, the…
Descriptors: School District Autonomy, Educational Improvement, Educational Strategies, Program Implementation
Saultz, Andrew; Schneider, Jack; McGovern, Karalyn – Phi Delta Kappan, 2019
The Every Student Succeeds Act (ESSA) was designed to remedy the wrongs of No Child Left Behind (NCLB). Yet Andrew Saultz, Jack Schneider, and Karalyn McGovern explain that, so far, it has failed to fundamentally alter how the federal government interacts with schools. They discuss the need for federal authority over issues of equity in education…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Educational Change
Castro, Marina; Knudson, Joel; O'Day, Jennifer – California Collaborative on District Reform, 2019
California's transition to a new governor, superintendent of public instruction, legislators, and members of the state board of education is an opportunity to reflect on the implementation of the Local Control Funding Formula (LCFF). Namely, has the school finance system achieved its original goals of promoting local control, equity, and greater…
Descriptors: School Districts, School District Autonomy, Funding Formulas, Educational Finance
Ingersoll, Richard M.; Collins, Gregory J. – Journal of Curriculum Studies, 2017
One of the most controversial and significant of contemporary education reforms has been the teacher accountability movement. From this perspective, low-quality teachers and teaching are a major factor behind inadequate school performance, and a lack of accountability and control in schools is a major factor behind the problem of low-quality…
Descriptors: Accountability, Teacher Effectiveness, Teacher Empowerment, Administrative Organization
LaFortune, Julien – Public Policy Institute of California, 2019
California enacted the Local Control Funding Formula (LCFF) in 2013-14 in an effort to simplify school finance, revamp accountability, and increase funding for high-need students--those who are low income, English Learners, homeless, and/or foster youth. The LCFF represents an overhaul of the previous system of K-12 school finance that had been in…
Descriptors: School District Autonomy, Funding Formulas, Educational Finance, Resource Allocation
