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Discusses the nature & implications of the debate between professional & radical educational reformers, with a specific focus on southern California, & Los Angeles. The professional reform movement is characterized by a loose confederation of mostly professional educators seeking a large & visible reform agenda, while the radical reformers comprise a smaller group from the noneducational sector with a less-public agenda. Despite the relative size & strength of the professional reformers, a number of recent developments have undermined their historical dominance: the perception that local schools are not recognizing or addressing local community aspirations; increasing cultural, ethnic, & socioeconomic differentiation in schools; & failure to connect local schools with the community. Therefore, parents, politicians, & local civic leaders have sought greater control over locally insensitive educational practices, & the universal reforms of the professionals have lost popularity. It is argued that granting local communities the option of raising local public revenues to support local schools would create greater connection between the school & community, & allow noneducational reformers greater voice & influence. 24 References. T. Sevier

School district administrators are defining new roles for themselves, adding to their more traditional role. The traditional role is characteristic of purely "public sector" managers, whereas the emerging roles are more characteristic of purely "private sector" managers (both the for‐profit and not‐for‐profit private sectors). A primary cause of the development of the new role is that school administrators are beginning to pursue revenue‐generating opportunities via private sector models due to the limits of the public sector model. The traditional role, the new role, and the implications of their mutual presence in school districts are examined in this paper.

Intro -- Contents -- Acknowledgments -- Introduction. For-Profit Postsecondary Education: Lumpers or Splitters? -- 1 The Innovators: New Services, New Sector -- 2 New Forces in an Old Industry -- 3 Growth of the For-Profits -- 4 Finance and Governance -- 5 Faculty Roles -- 6 Defining Success at the For-Profits: Students, Programs, and Employers -- 7 Students and Other Priorities -- 8 Clashes of Cultures, Sectors, and Purposes -- Conclusion. Growth, Demand, and Purpose in Postsecondary Education -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W.

Much of the existing literature on urban school reform focuses on how the relatively small number of our nation's largest urban districts are approaching school reform with these objectives in mind. However, does smaller district size have any bearing, direct or indirect, on the nature of superintendent leadership? The authors' exploratory research investigates the interplay between superintendent leadership strategies and behaviors, and district reform initiatives in a sample of relatively well-performing, smaller urban districts in California. The authors conducted interviews with superintendents and members of their leadership teams in four urban districts to examine how district size might influence superintendent leadership strategies, reform initiatives, and personal behaviors. The authors found that the personal leadership behaviors and associated operating processes (strategies and tactics for execution) appeared remarkably distinct from what superintendents do (or are expected to do) in very large urban school districts. The implications of these tentative findings are discussed in the conclusion.

Objective.This article explores cross‐sectoral alliances as mechanisms for enhancing service delivery in public education. We assess the extent to which the three economic sectors—nonprofit, for‐profit, and public—are involved in partnerships with charter schools and identify the benefits that charter schools receive from partnering with other organizations.Methods.The study utilized a qualitative approach: data collection involved interviews with charter school experts in 37 states.Results.We found that organizations from each of the three economic sectors were involved in alliances with charter schools and that these alliances offered a range of financial (e.g., facilities, salaries), political (e.g., legitimacy, credibility), and organizational (e.g., curriculum, management) benefits.Conclusions.Our findings from this exploratory study suggest that cross‐sectoral alliances have the potential to enhance the capacity of charter schools to deliver high‐quality educational services. Three hypotheses generated from the findings are also offered to guide future research on charter school alliances.

Objective. This article explores cross-sectoral alliances as mechanisms for enhancing service delivery in public education. We assess the extent to which the three economic sectors -- nonprofit, for-profit, & public -- are involved in partnerships with charter schools & identify the benefits that charter schools receive from partnering with other organizations. Methods. The study utilized a qualitative approach: data collection involved interviews with charter school experts in 37 states. Results. We found that organizations from each of the three economic sectors were involved in alliances with charter schools & that these alliances offered a range of financial (e.g., facilities, salaries), political (e.g., legitimacy, credibility), & organizational (e.g., curriculum, management) benefits. Conclusions. Our findings from this exploratory study suggest that cross-sectoral alliances have the potential to enhance the capacity of charter schools to deliver high-quality educational services. Three hypotheses generated from the findings are also offered to guide future research on charter school alliances. 1 Table, 47 References. Adapted from the source document.

Objective: This article explores cross-sectoral alliances as mechanisms for enhancing service delivery in public education. We assess the extent to which the three economic sectors-nonprofit, for-profit, and public-are involved in partnerships with charter schools and identify the benefits that charter schools receive from partnering with other organizations. Methods: The study utilized a qualitative approach: data collection involved interviews with charter school experts in 37 states. Results: We found that organizations from each of the three economic sectors were involved in alliances with charter schools and that these alliances offered a range of financial (e.g., facilities, salaries), political (e.g., legitimacy, credibility), and organizational (e.g., curriculum, management) benefits. Conclusions: Our findings from this exploratory study suggest that cross-sectoral alliances have the potential to enhance the capacity of charter schools to deliver high-quality educational services. Three hypotheses generated from the findings are also offered to guide future research on charter school alliances (Original abstract)