Document Type
Policy Brief
Date of this Version
9-2000
Abstract
School districts strongly influence the strategic choices that schools make to improve teaching and learning. Districts—composed of local school boards, superintendents, and central office staff—act as gatekeepers for federal and state policy by translating, interpreting, supporting, or blocking actions on their schools’ behalf. In fact, the efforts of districts to build the capacity of students, teachers, and schools are often the major, and sometimes only, source of external assistance that schools receive. In an effort to revisit the often forgotten role of districts in the improvement process, this policy brief explores the promises and challenges of four major capacity-building strategies that CPRE researchers observed in 22 districts in California, Colorado, Florida, Kentucky, Maryland, Michigan, Minnesota, and Texas over a two-year period.
Recommended Citation
Massell, Diane. (2000). The District Role in Building Capacity: Four Strategies. CPRE Policy Briefs.
Retrieved from https://repository.upenn.edu/cpre_policybriefs/20
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Methods Commons, Education Policy Commons, Teacher Education and Professional Development Commons
Date Posted: 29 June 2015
Comments
View on the CPRE website.