This research report chronicles three years of reform by San Diego City Schools and explores what it means to radically refocus a large urban district on instructional improvement.
A Research Report by Amy M. Hightower, January 2002.
Abstract
<p>This paper contributes to an emerging body of literature on school districts as active partners in education reform. Using qualitative methods, it details the first three years of a major districtwide initiative in San Diego City Schools as reformers sought to orient central office bureaucracy around an instructional agenda. This paper both describes the major thrusts of the reform, including reactions of participants, and wrestles with the notion that large-scale, systemic change in an entrenched urban district may require strong, even bureaucratic, methods to transition the system into supporting a culture focused on instruction.</p>
Publication Date