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Educating New York City: Does School-Based Management Have What it Takes?

Author(s): Fernandez, Nelson; Larin, Kathy; Hayashi, Kei

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dc.contributor.authorFernandez, Nelson-
dc.contributor.authorLarin, Kathy-
dc.contributor.authorHayashi, Kei-
dc.date.accessioned2023-01-17T19:07:15Z-
dc.date.available2023-01-17T19:07:15Z-
dc.date.issued1991en_US
dc.identifier.urihttp://arks.princeton.edu/ark:/88435/pr1pk0719b-
dc.description.abstractThis paper examines the contribution that school-based management and shared decision-making (SBM/SDM) can make to New York City's education system. We review the theoretical literature on education reform in general and on school-based management/shared decision-making in particular. We then examine implementation of SBM/ SDM, focusing on the administrative and bureaucratic constraints of the New York City educational system. The experiences of two schools under the reform serve as case studies. We find SBM/SDM can offer limited educational improvements for New York City, but does not solve the problems of a defective incentive structure. In addition, we found that it does not transfer any real power to the schools. In the absence of more radical education reform, however, SBM/SDM can offer an improvement over the present system.en_US
dc.format.extent117-137en_US
dc.language.isoen_USen_US
dc.relation.ispartofJournal of Public and International Affairsen_US
dc.relation.ispartofseriesVolume 2;-
dc.rightsFinal published version. Article is made available in OAR by the publisher's permission or policy.en_US
dc.titleEducating New York City: Does School-Based Management Have What it Takes?en_US
dc.typeJournal Articleen_US

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