Public Education : A New Era Of Accountability, And A Multi- Layered Governance Structure Essay

There has been significant statistics that revealed a large portion of individuals in New Orleans have low socio-economic status. The great Hurricane Katrina in 2005 did not help these statistics improve. In fact, it increased due to the damaging effects from the hurricane. Prior to the hurricane, there wasn’t a significant plan to address the vulnerable population, especially how to handle the mental state of children within this population after a major disaster. The individuals within this population includes the minority, low income, non-English speaking, and non-educated. Even though warnings and methods to prepare for the hurricane was given, not everyone fully understood the extent due to language barriers and inability to access essential supplies to protect themselves.

Chapter One described the rationale for evaluating and explaining middle school students’ perceptions, definition, and importance of leadership traits. The body of leadership literature was examined in the description of the At-Risk Learner, Definitions of Leadership, Student Perceptions of Leadership, Leadership and Gender, Leadership and Socio-economic Status, Leadership and Age, Leadership and Ethnicity, Leadership and Character, Leadership and Compassion, Leadership and Competency and Leadership and Community..

The “Investigating the link to improved student learning Final report of research findings” reported that transformational leadership practiced on student achievement had a weaker effect as to the effect of collective leadership. It is more beneficial to students if leadership is widely spread in a school.

The importance of effective leadership and its impact on improving student achievement are evident in today’s schools (Leithwood, Louis, Anderson, and Wahlstrom, 2004). While the school principal is traditionally thought to be the school leader, Glickman (1989) proposes that “the principal of successful schools is not the instructional leader but the educational leader who mobilizes the expertise, talent, and care of others” (p. 8). Lumpkin, Claxton, and Wilson (2014) contend that helping “each school fulfill its mission and energize and expand the professionalism and professional contributions of teachers, the expertise of all teachers, especially teacher leaders, is needed” (p. 59). Teachers directly impact student learning, and

“Shrinking state and local education budgets matched with the added pressure of the No Child Left Behind Act of 2001, which sets rigid standards in reading and math that schools must achieve in order to receive federal funding, have created a new challenge for districts” (Van Harken).

Although legislatives assumption was that high stakes testing would enhance understudy inspiration, and raise understudy accomplishment, that supposition was completely incorrect. The effect of standardized testing (high-stakes testing) has not been positive throughout the United States at all. Due to the lack of motivation, the high retention rate, and notable change in dropout rate, it may be a while until many states recover, especially for states like Louisiana. According to Nola, Louisiana is tied with Florida for having one of the country’s fifth lowest graduation rates, and one of the highest dropout rates. Our society needs to come together and think of a plan that will help students, and prevent the increasing number of kids who decide to give up on school. A system that will benefit both students, and teachers should be created; making it better for both, students and teachers to work together properly. With a new system student motivation may improve, the number of over aged students sitting in the wrong grade will decrease, and the notable dropout rate will actually

The defeat of Initiative 42, Mississippi’s best hope for adequately funding K-12 public school education, was devastating to Mississippi public school educators and their many supporters. Since the defeat, the question has been, “What do we do next?” Like so many others, I questioned if there was any need to even try to fight the system any longer. However, after a lot of thought and soul searching, I am resolved that it is more important than ever before to continue the fight. In fact, I have a plan of action that may sound farfetched on the surface, but it just might work. The plan is at least a step to rekindle the flame that educators and parents must keep burning on this issue.

Nine years ago the massive storm known as Hurricane Katrina struck New Orleans and other parts of Louisiana. That hurricane in turn affected a multitude of aspects, those being; economy, tourism, employment, housing etc. Out of all those aspects I’m going to further dive into the initial impact of hurricane Katrina on education and schools in New Orleans, and how students and teachers were affected by this natural disaster. Initially after Katrina, 110 out of the 126 public school were completely destroyed. Previously all the schools were run by a board that was corrupt and didn’t manage the schools efficiently and used them incorrectly which led to corruption. It was bad enough that even the FBI had to intervene by placing a satellite system

The devastation of Hurricane Katrina on the city of New Orleans sparked a national conversation about who, or what, to blame for the disaster. There were inherent problems in how the chain of command was structured for the response to the disaster, and issues with how the plan was implemented. Furthermore, since the hurricane disproportionately devastated low income and predominately African American neighborhoods, many questioned the equity of the implementation plans. Additionally, historical causes for the disaster could not be overlooked. The history of racial housing segregation and the embrace of levee policies that endangered the city were also reasons why many blamed the federal and state governments for not anticipating the disaster

On the 29th of August in 2005, a category five hurricane named Katrina made landfall in New Orleans, Louisiana. The winds of the storm were up to 174 miles per hour with a surge of 20 feet of flood waters. This hurricane was so strong it broke this city’s only hope of protection; the levees. The flood waters destroyed more than half of the city’s homes, schools, and businesses. The storm left the city in ruins with little hope of rebuilding. But despite all of the doubt, the city is progressively coming back and certain things are better than ever. One of the things that have been overwhelmingly improved is the public school system. In the ten years since Katrina, dropout rates have continued

Education is an issue that touches everyone’s lives in one way or another. Whether you are a parent, student, teacher, taxpayer, or employee, the effects of education on society can be seen everyday. For this reason, public schools are a top concern among political leaders. Over the past twenty-five years, confidence in the nation’s public school system has dramatically declined. While the public for the most part seems to support their school district, criticism is not lacking. Recent years especially have shown dissipating support. It appears that the prevailing view is that public education, as a whole, is in bad condition and is in need of a renewed effort to fix it. Private schools seem to fare

I think and every successful teacher will agree with me that promoting the success of every student is the main value of any educational professional and it is very important for a leader to demonstrate these traits. What is leadership? Some people think that it is good to be a boss and it is easy to rule any organization. Leadership is more than just to rule any organization. It is the development of a practice around a mission or vision and an ability to inspire others to do the same. There are three sets of practices make up this basic core of successful leadership practices: setting directions, developing people and redesigning the organization. Foster (1989) says, “Leadership differs from conventional administration in much the same way that education differs from training (p.10).” This speaks to results- to the why of teaching. And the value of a leader can be determined by their results. If their aim is high-quality education (an admittedly vague term), academic success, and well-being of each student then this is the standard by which they should be judged. Burns admonishes that “power and leadership are measured by the degree of

The purpose of this paper is to explore the essential question how will the Community School Model ensure “Quality Education” for Renewal Schools? Throughout this process, we will assess the Community School Model as the solution to “failing schools” in order to overcome the social inequities of low income schools and communities throughout the city. The paper outlines the philosophical, fiscal, and structural recommendations for a successful execution of the Community School model. The goal of this paper is not to critique the initiative or the process but to identify program barriers and provide various solutions and recommendations to help improve the Community School initiative. Some of the recommendations include an evaluation system that

Public education in the United States is perhaps one of the most critical issues we face as a nation. Once pronouncing the United States as a “nation at risk”, the educational institution began to implement one reform strategy after another. In efforts to improve schooling for K-12 students, education reform has fiddled with class size, revised graduation requirements, and created standardized testing just to name a few. Unfortunately, traditional public schools are still failing to provide students with a quality education. This is disheartening as we learn that the United States lags behind in math and science compared to our international counterparts. It is safe to say that educational reform has spent billions of dollars over the

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.