The new Illinois school recognition process: Its implications for the ISBE for responding to the technical assistance needs of local school districts: An embedded single case study of the pilot process
Broncato, Mary Jayne
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https://hdl.handle.net/2142/23010
Description
Title
The new Illinois school recognition process: Its implications for the ISBE for responding to the technical assistance needs of local school districts: An embedded single case study of the pilot process
Author(s)
Broncato, Mary Jayne
Issue Date
1996
Doctoral Committee Chair(s)
McGreal, Thomas L.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Administration
Language
eng
Abstract
The mandate for school improvement has found its way into state educational policy as evidenced by the unanimous enactment of House Bill 885 (PA 87-559 P1, 1991) in Illinois in the 1991 legislative session. This bill provided the framework for dramatically changing the 50-year-old process presently used for regulating schools. It evolved from one which focused on inputs to one which would for the first time hold school districts accountable for student outcomes. The time line to begin implementation of the new process was the 1992-93 school year. This change in the way schools in Illinois is regulated will cause major shifts in priorities in schools and school districts. Anticipating that these changes would necessitate new skills on the part of educators, the general assembly mandated that technical assistance to schools and school districts be provided through the State Board of Education. Due to the short time line for implementation of the new process, development of an appropriate technical assistance system was critical.
This study examined the perceptions of schools experiencing the process for the first time as part of a pilot study. Specifically, it attempted to describe the needs for technical assistance and the preferred methods of delivery which are a direct result of the implementation of the new school recognition process, as well as implications for policy and practice for the Illinois State Board of Education.
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