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York: 1 he Free Press. Fnirm;ln, J. C.. 6: Fil-estone. W. A. (2001). The district role in gate assessment policy: An exploratory ~tlldy. In Fuhrman. S. H. (Ed.). From the capitol to the classroom- ~tnndilrds-bawd reform in the State\ (pp. 124-147). NSSE 100'" Yearbook. Chicazo: ~~iyersity of Chicaso Press. ~~~~;lrotti. F. ( 198 1 ). On the autonomy of the biographical method. In D. Bertaux (Ed.), ~iorraphv and societv: The life histon! approach in the social sciences. Beverly Hills, CA: Say Publications. Firestone. \V. A. ( 1989). Using reform: conceptualizing district initiative. Educational E\.aluation and Policv Analvsis, 11 (2j, 151-164. Fuhrman. S. H. ( 1999). The new accountabilitv. (CPRE Policy Brief No. RB-27). Philadelphia. PA: 'ITni\,ersity of Pennsylvania, Consortium for Policy in Education. Fu11rm:tn. \Ir.. Clune. W.. Rr Elmore, R. ( 1988). Research of education reform: Lessons on ~ hc ~niplcnicnr;~ticvi of policy. Teachen Collere Record. 90 (2). 237-257. T:ull;~n. 11.. 'I: Stic~cl~ai~cr, S. ( 1991 1. The new meaninr of educational chance. Sew )'ark: Tc;~cticr\ Collc;c Press. Fullcn. 11. I I OSh. Fcbru;~rv 1. Pcrfcrmance appnical and cumculum implementation r . llnnu\cripr for the Conference on Performance Appnisal for Effecti~e Schooling. 0nt:lrio In\~itute for Srudieq in Educsrion. Toronto. GI:l\cr. R.. R Idinn, R. ( 1W.7 1. Fc>rea.ord. In L. Shepxd ((Ed.). Setlin?. W'rf@rmmce - \I:~ntl:lrcl\ ----- for \~lldenl ;lchie\.enlen[ (pp. ~iixi~l. Srenford. CA: Nationd E~luc;~tion. St;lnli~r'i 17ni\.cr\ity. GI:l\er. R., & Slr;lu\\, ,,\. ( l0h7,. nlc cli\cc\yer\. of grounded [hem': Straledes L of
q~ii~litati\re research. Chicago, lL: A]dine. Goetz. M.. Duff!'. ' LeF1ochy K. (2001 ). Assessment and accounrabilit,, svstems in the 50 states: 1999-2000. (CPRE Research Repon N ~ RR-046). . Philadelphia, L !ni\rel-si t y of Pennsylvania. Consortium for policy Research in Education Hannaura)'. J.. Kimh;lll. K. (100 1 ). Big isn't always bad: District size, poi,eny, and itandarcis-based reform. In Fuhrman. S. H. (Ed.). From the capitol to the clasrroom: St;ind;~rdc-ha\ed reform in the states (pp.99- 113). NSSE 1 Oofh Yearbook. Chicaeo: - Vniversity of Chicaro Press. Has;~zi. S. B.. Johnston. A. P.. 8: Lig$ett. A. M. (1994). A qualitative policy study of the least restrictive en\-ironment provision of the individuals with disabilities act. Exception:~l Children. 60 (6). 49 1-507. Hodder. I. (2000). The interpretation of documents and material culture. In Y. K. Den7in & Y. S. Lincoln (Eds.). Handbook of qualitative ~ ~ I 2r''' c~l. ~ I. r pp. 70.3-7 ; I5 t 1. Thouznnd ~ Oak
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COMPREHENSIVE SCHOOL IMPROVEMENT MA
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COMPREHENSIVE SCHOOL IMPROVEMENT MA
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4. FINDINGS AND DISCUSSION District
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Figure 1. Interview Analysis Proced
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2272 requirements, in terms of unif
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a susprise to state leaders. Gradua
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coals in academic and non-academic
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Chapter 2 REVIEW OF THE LITERATURE
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standards. will make schools accoun
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What is most in~portant to restruct
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developing curriculum were repeated
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ing to the policy intervention. If
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institute fundamental change in the
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vieu, of rhc ulorld. and as scholar
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i~p~>rn;~ch~> to leadership Sound i
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n:~na~c'mc~ th;~t allou s III~III t
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Chapter 3 METHODOLOGY Introduction
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as l.c\'ic*' of ~1.eliminal.y draft
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pro\,idcd hy at leahr three of the
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To allow for practice with the inte
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sign, clemon~tr~ttinp their \x~illi
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Chapter 4 FINDINGS AND DICUSSION Th
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setting of ~iiininlum standi11.d~.
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I~~l~?(/~~l of22 72 Participants vo
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going to have ac;~clcmic successes
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change Ixocess :is 0;1rcI 11ienibt'
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cli:~nfcs \-esy rapidly. They'cl pr
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questioned hy patrons ahour [he num
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I~l;lccil in tllcir ;rclministr:ito
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,I.lle ltllT pl.inl.il)i 01' this ;
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lllcnl I1lt)IICl I 1,. !!OII ~01111
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sLllxrintendents, Thc ~LI~JCI-~II~~
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to ncccssitatc the rcpo~-ring ol'st
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1-(,~~ ,jll.OLlfh difj;'1.~[11 ~tl.
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Dis11-icr R. Hc srilrecl. "The inte
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ased s(>lcl!: on slanclar~dizcd ach
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.l'lle si~l>c~.inrcndent ~>~.nl'css
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lie \4.01-d "l.ocus" \c\.~~.i~l til
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nlc 5uper.i1lrcndent spoke at solne
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plovelllent team to include Illore
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leaclel.ship aIiu Lullcglul ~lll~l~
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le]ieved it very difficult for peop
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\'el' what ulas really expected and
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so~lle of those o[her areas ale not
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lengthened the implementation deadl
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:xtra-ciirric~ilar activity. The di
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u~anl in jri ]-id of ~nla11 school^
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heir port of entry to HF 2272. - l5
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,usiness dramatically as a District
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L" N ~ ~-.sli C ip This alstrlct bi
Page 101 and 102: dido'( (ske control himself. He all
Page 103 and 104: In sumlnarizing- a principal cited
Page 105 and 106: 7 ...- d kc11 de-e~1l~hasized it ha
Page 107 and 108: a 101 of expectations On schools. Y
Page 109 and 110: largela school districts. As more a
Page 111 and 112: ~n-one llelp We gi\'e. no nliltter
Page 113 and 114: seaI.cI1 (711 uihal lo engender bet
Page 115 and 116: 7 mission (Bklss A\'olio- 1994). Th
Page 117 and 118: Tr~~chc~..~. Teacher-leadel-s were
Page 119 and 120: . 'vided. "I IJal-entS are sitting
Page 121 and 122: 7 school i*l~rol'elllcnt and cvel.y
Page 123 and 124: Clloll,~c 1)j-ncesX. It b'as diffic
Page 125 and 126: isdainf~1lly shrugged off what lhcy
Page 127 and 128: IJiliilfe~~ded Co~tsc~q~~c~~c.rs Th
Page 129 and 130: 122 fin:~l concern drdt ~vith the t
Page 131 and 132: policy IS clear and amhiyity is avo
Page 133 and 134: sc:lllclilnlizcd ic\t scolrs. M'ill
Page 135 and 136: some \viewed this as an 0ppXtunily
Page 137 and 138: 'hapter f c S U MMAKY, C-Ui\(-'LGS
Page 139 and 140: so5pccted ~c~islnli\~e nloti\.es of
Page 141 and 142: cllanfe to their leadcr\lliP teams.
Page 143 and 144: practitioners saw as catering to th
Page 145 and 146: the adultlpupil ratio in one large
Page 147 and 148: -140 Tllc thollgllt of 1cfislnlol.s
Page 149 and 150: REFERENCE Ba~.d;sh. E. ( 1977). The
Page 151: Kapl~nn, a((,), 432-437. Dcnzln. N.
Page 155 and 156: School Leadel-ship, 2 ( 1 1, 34-44.
Page 157 and 158: York: Teachers College Pres! ~~h:lt
Page 159 and 160: 47, - 171-197 ~~lcott, H. F. ( 1YsO
Page 161 and 162: HF 2272 Implemenl,,,,,, ,,u~Y Inter
Page 163 and 164: HF 2272 Ia,..L,,,L,,~,t~~n study In
Page 165 and 166: HF 22.1~ Imple~~enratlon Study Inte
Page 167 and 168: HOUSE FLLE 2272 1 3 MJ ACT 4 p.~~v~
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