The Programmatic, Financial and Cultural Impact of Failed School District Reorganization Efforts PDF Download
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Author: Cosimo Tangorra (Jr.)
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 127
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Book Description
School district reorganization is a phenomenon that communities and boards of education have been forced to consider many times throughout the history of public education in New York State and across the nation. The current state aid formula employed by New York State todistribute education aid to school districts disadvantages the neediest school districts in the state, leaving those communities without the necessary resources to prepare students for college and careers in the 21st century (Timbs, 2013). Coupled with the fact that many school districts across the state have tapped into their available reserves, many school districts are on the vergeof financial and educational insolvency (The Council of State Superintendents, 2012). Participants in this study were comprised of five New YorkState school district leadership teams consisting of a superintendent, business official, and a board member that experienced failed school district reorganization efforts during the calendar year 2012. This study addressed what the effects of choosing not to reorganize have been, and what the future holds for those districts. This qualitative research has the potential to inform the field in terms of the decisions that school districts are making as a result of failed efforts, as well as the potentialto influence state policy and law makers to generate alternatives to what current law. Findings showed that school districts facing declining enrollment, dwindling resources, and diminishing resources in New York State have little choice but to consider school district reorganization as a viable alternative under current law. As a result of the findings, it is recommended that New York State statutes and regulations regarding school district reorganization be overhauled to reflect the demographic and economic realities of the 21st century in New York State and to promote equity for all students in the state.
Author: Cosimo Tangorra (Jr.)
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 127
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Book Description
School district reorganization is a phenomenon that communities and boards of education have been forced to consider many times throughout the history of public education in New York State and across the nation. The current state aid formula employed by New York State todistribute education aid to school districts disadvantages the neediest school districts in the state, leaving those communities without the necessary resources to prepare students for college and careers in the 21st century (Timbs, 2013). Coupled with the fact that many school districts across the state have tapped into their available reserves, many school districts are on the vergeof financial and educational insolvency (The Council of State Superintendents, 2012). Participants in this study were comprised of five New YorkState school district leadership teams consisting of a superintendent, business official, and a board member that experienced failed school district reorganization efforts during the calendar year 2012. This study addressed what the effects of choosing not to reorganize have been, and what the future holds for those districts. This qualitative research has the potential to inform the field in terms of the decisions that school districts are making as a result of failed efforts, as well as the potentialto influence state policy and law makers to generate alternatives to what current law. Findings showed that school districts facing declining enrollment, dwindling resources, and diminishing resources in New York State have little choice but to consider school district reorganization as a viable alternative under current law. As a result of the findings, it is recommended that New York State statutes and regulations regarding school district reorganization be overhauled to reflect the demographic and economic realities of the 21st century in New York State and to promote equity for all students in the state.
Author: Sarah Pinto
Publisher: Springer
ISBN: 9811367299
Category : Social Science
Languages : en
Pages : 307
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Book Description
This book brings together researchers from different fields, traditions and perspectives to examine the ways in which place and space might (be) unsettle(d). Researchers from across the humanities and social sciences have been drawn to the study of place and space since the 1970s, and the term ‘unsettled’ has been an occasional but recurring presence in this body of scholarship. Though it has been used to invoke a range of meanings, from the dangerous to the liberating, the term itself has rarely been at the centre of sustained examination. This collection highlights the idea of the unsettled in the scholarly investigation of place and space. The respective chapters offer a dialogue between a diverse and eclectic group of researchers, crossing significant disciplinary and interdisciplinary boundaries in the process. The purpose of the collection is to juxtapose a range of different approaches to, and perspectives on, the unsettling of place and space. In doing so, Interdisciplinary Unsettlings of Place and Space makes an important contribution and offers new insights into how scholarship and research into different fields and practices may help us re-envision place and space.
Author: Casey Thomas Jakubowski
Publisher: Rowman & Littlefield
ISBN: 1666929948
Category : Social Science
Languages : en
Pages : 161
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Book Description
Using case studies and an auto-ethnographic study of rural education history in New York State, Casey Thomas Jakubowski provides an introduction to recent events in state-level educational policy implementation. Rural Education History: State Policy Meets Local Implementation argues that rural communities are subjected to urbanormative policy, especially in their schools, and provides voice to an understudied phenomena in an under researched region. The chapters combine sociology, policy, and rich case studies to demonstrate the realities, and nearby history, in rural America.
Author: National Commission on School District Reorganization
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 294
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Book Description
Author: Leslie Lee Chisholm
Publisher:
ISBN:
Category : School districts
Languages : en
Pages : 116
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Book Description
Author: National Commission on School District Reorganization
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 24
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Book Description
Author: John F. Gallagher
Publisher:
ISBN:
Category : Schools
Languages : en
Pages : 72
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Book Description
Author: Daniel M. Erceg
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 0
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Book Description
School districts throughout the United States may be forced to consider school closures based on a variety of factors. New York State has struggled financially due to the Great Recession that began in December of 2007 (Alvi, 2017). In addition, New York State has seen a reduction of over 165,000 students since 2010 (New York State Education Department, n.d.-b). School consolidation continues to be a proposed solution to decreased enrollment, financial stress, poor academic outcomes, and infrastructure concerns (Green, 2013; Larsen, 2020; Steinberg & MacDonald, 2019). Existing research lacks specific information on whether schools are actively planning for programmatic changes to enhance the education of their students. The purpose of this comparative case study was to understand the perceived programmatic changes and academic benefits associated with school consolidation for urban-suburban, rural, and small city school districts in New York State through interviews with superintendents, building and district administrators, and board of education members involved with their district's transition. One-on-one interviews were conducted with eight participants in three districts who consolidated in the five years prior to the start of this study. The overall findings indicated student enrollment, financial stress, academic improvement, and resource efficacy were the primary factors driving consolidation in participating districts. Participants in one out of three districts identified the same primary justification for the district's consolidation. An analysis of interviews with eight district leaders indicated all three districts described actions embodying the first four steps in Kotter's (2012) eight-step process for leading change. The first four steps included: (a) establishing a sense of urgency, (b) creating a guiding coalition, (c) developing a vision and strategy, and (d) communicating the change vision. Participants verbalized their consolidation efforts were successful but were unable to articulate specific indicators to support their assertion. In the study, six out of eight participants described an increase in collaboration between staff and consistency in academic expectations, and five out of eight participants identified new opportunities for students. Finally, three out of eight participants identified unintentional benefits that resulted from the consolidation efforts such as additional programming, a greater sense of community, and an increased focus on social emotional learning. Several recommendations came from this research, beginning with the need for the New York State Education Department to create a definition of school consolidation and begin to track school consolidation in an effective and efficient manner. School districts may benefit from the creation of guiding coalitions to support future change efforts and to create a vision for the district. The guiding coalition could support communication efforts and establish indicators of success. Recommendations for future research are suggested.
Author: Ronald Moses
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 37
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Book Description
Author: Clarence Olson
Publisher:
ISBN:
Category :
Languages : en
Pages : 164
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