Sponsored by the Consortium for Policy Research in EducationDrawing on theoretical models, case studies, and comparativeanalyses of other sectors and countries, the authors argue thatgovernance reforms are likely to have little impact on whatactually happens in schools, and they tell why decentralizedstructural arrangements alone are unlikely to establish conditionsnecessary for general improvement in educational practice.
About the Author
JANE HANNAWAY is associate professor in the School of Education at Stanford University, where she also directs the master's program in policy analysis. MARTIN CARNOY is professor of education and economics in the School of Education at Stanford University, where he also has headed the International Development Education program.
Table of Contents
1. School Governance in the United States: Historical Puzzles andAnomalies(David Tyack)2. School Decentralization: Who Gains? Who Loses?(Richard F.Elmore)3. Control Versus Legitimation: The Politics of Ambivalence(Hans N.Weiler)4. Deinstitutionalization and School Decentralization: Making theSame Mistake Twice(Dan A. Lewis)5. Fiscal Decentralization and Accountability in Education:Experiences in Four Countries(Donald R. Winkler)6. Decentralization in Two School Districts: Challenging theStandard Paradigm(Jane Hannaway)7. School Improvement: Is Privatization the Answer?(MartinCarnoy)8. Employee Involvement in Industrial Decision Making: Lessons forPublic Schools(Clair Brown)9. Epilogue: Reframing the Debate(Martin Carnoy, Jane Hannaway)