Corrective Action and School Choice in NYC

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Abstract

Districts play a critical role in reforming schools. In January 2000, NYC community school districts applied for Title I, IASA, funding to carry out corrective actions against historically low-performing schools. Our purpose was to examine (a) how districts planned to take corrective action to address problems that cause low performance; and (b) the extent to which school choice could be implemented in those districts which were applying for corrective action funding. Districts most commonly identified teacher turnover, poor-quality instruction, and student needs as causes of low performance. In response, districts proposed providing professional development related to instructional strategies, but often ignored other important issues. Moreover, most districts described plans to take corrective actions that would decrease schools’ decision-making authority, but then failed to identify steps to increase the districts’ own capacity to execute greater responsibility once control had been taken from the schools. Districts overall seemed unable to implement school choice plans in an effective manner.

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How to Cite
Hamman, D., & Schenck, E. A. (2002). Corrective Action and School Choice in NYC. Education Policy Analysis Archives, 10, 45. https://doi.org/10.14507/epaa.v10n45.2002
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Articles
Author Biographies

Doug Hamman, Texas Tech University

Doug Hamman is currently an Assistant Professor in the College of Education at Texas Tech University in Lubbock, Texas. His research interests include teacher education, cognitive strategies instruction, and school improvement strategies. At the time this article was written, he was working as a Research Associate at RMC Research Corporation in Portsmouth, New Hampshire.

E. Allen Schenck, RMC Research Corporation - Portsmouth, NH

Allen Schenck is a Senior Research Associate at RMC Research Corporation in Portsmouth, New Hampshire. He has contributed to educational and social program research and evaluation in a variety of ways-through research design, survey methodology, achievement testing and other forms of assessment, statistical analysis, and data management-and from several perspectives-conducting research and evaluation studies, providing training and assistance in evaluation methods, and advising policy makers in the use of evaluation and accountability systems. Most of his experience has been with programs designed to assist students in public schools who find it difficult to succeed academically.