Four-type taxonomy of school politics under Chicago decentralization: strong democracy, consolidated principal power, maintenance, and adversarial¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

From survey and case study data, the authors develop a four-part classification of school politics under the reform: strong democracy, consolidated principal power, maintenance, and adversarial. This taxonomy organizes how schools' internal governance dynamics varied and links to the book's account of which schools used participation for change. The overview states: "the authors identify four types of school politics: strong democracy, consolidated principal power, maintenance, and adversarial."

Design Implications¶

Context¶

Requirements¶

• Survey responses from principals and teachers plus longitudinal case study data to classify schools

Constraints¶

• Derived from Chicago elementary schools in the first four years of the 1989 reform

Target Learners¶

• Elementary school principals, teachers, and community leaders

Target Learning Objectives¶

• Understanding how local democratic governance configurations relate to school improvement

Claims¶

• An estimated 39-46% of Chicago elementary schools show consolidated principal power while 23-32% show strong democracy [+W]
• School characteristics relate to politics type: Hispanic schools show a marked tendency toward strong democracy and small schools less adversarial politics [+W]

Related Theories¶

• Reform theory: expanded local democratic participation stimulates organizational change that fosters improved teaching and learning
• Four types of local school politics in Chicago elementary schools under the 1988 reform

Examples¶

-

Key Sources¶

• Chicago Elementary School Decentralization Reform: The First Four Years. (1989). https://www.amazon.com