The One Best System

Tyack, David

doi:10.2307/j.ctv136c61j

Cited by 1,199 publications

(142 citation statements)

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“…The prevailing policy response to teacher shortages, both now and in the past, has been to attempt to increase the supply of teachers (Tyack, 1974;Lortie, 1975;Theobold, 1990;Hirsch et al, 2001;Feistritzer, 1997;Darling-Hammond, 2007;Rice et al, 2008;Liu et al, 2008;Fowler, 2008). Over the years, a wide range of initiatives have been implemented to recruit new candidates into teaching.…”

Section: Introductionmentioning

confidence: 99%

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Ingersoll¹,

May²

2010

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This study examines the magnitude, destinations, and determinants of the departures of mathematics and science teachers from public schools. The data are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our analyses show that rates of mathematics and science teacher turnover, both those moving between schools and those leaving teaching altogether, have increased over the past two decades, but have not been consistently different than those of non-mathematics/science teachers. Mathematics and science teachers who left teaching were also no more likely than other teachers to take non-education jobs, such as in technological fields, or to be working for private business or industry.The data also show that, like other teachers, there are large school-to-school differences in mathematics and science turnover. High poverty, high minority, and urban public schools have among the highest mathematics and science turnover levels. In the case of cross-school migration, the data show there is an annual asymmetric reshuffling of a significant portion of the mathematics and science teaching force from poor to not poor schools, from high-minority to low-minority schools, and from urban to suburban schools. However, our multivariate analyses showed that a number of key organizational characteristics and conditions of schools accounted for these school differences in turnover. The strongest factors for mathematics teachers were the degree of individual classroom autonomy held by teachers, the provision of useful professional development , and the degree of student discipline problems. For science teachers, the strongest factors were the maximum potential salary offered by school districts, the degree of student discipline problems in schools, and useful professional development. Disciplines About the Consortium for Policy Research in Education (CPRE)Established in 1985, CPRE unites researchers from seven of the nation's leading research institutions in efforts to improve elementary and secondary education through practical research on policy, finance, school reform, and school governance. CPRE studies alternative approaches to education reform to determine how state and local policies can promote student learning. The Consortium's member institutions are the University of Pennsylvania, Teachers College-Columbia University, Harvard University, Stanford University, the University of Michigan, University of Wisconsin-Madison, and Northwestern University.Most recently, CPRE has opened two major centers-the Center on Continuous Instructional Improvement, a center engaged in research and development on tools, processes, and policies intended to promote the continuous improvement of instructional practice; and the Strategic Management of Human Capital in Public Education, a center focused on improving the quality of classroom instruction and student outcomes in K-12 classrooms by radically improving the strate...

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Section: Introductionmentioning

confidence: 99%

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Ingersoll¹,

May²

2010

PsycEXTRA Dataset

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“…Similarly, the independent school district followed the same principles, with a professional administrator; merit procedures for hiring teachers; nonpartisan, at‐large elections; and a proposed politics–administration dichotomy in which school boards set policy but left administration to the experts 3 . The design of these electoral systems illustrated the reformers’ clear incorporation of the governance process as they tried to limit the influence of political parties (both through nonpartisan elections and by holding those elections at times when no other elections were held), sever the linkage between policy makers and neighborhoods (so elected officials represented the entire polity not a segment), and replace the politics of class and ethnicity with the politics of business elites (see Tyack 1974). Although these structures did not eliminate politics, but merely shifted politics to different forms and forums, they did privilege some forms of politics over others.…”

Section: The Governance Approachmentioning

confidence: 99%

Governance, Structure, and Democracy: Luther Gulick and the Future of Public Administration

Meier

2010

Public Administration Review

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Governance, Structure, and Democracy: Luther Gulick and the Future of Public Administration Luther Gulick was both an academic and a reformer. In the latter role, he thought seriously about what the future of public administration might look like. Th is essay examines his work as a lens through which to view the future of public administration in 2020. Gulick suggests that public administration needs a governance orientation to link scholarship with the realities of practice, a recognition of the bias of structures, a stress on the informal elements of organization, additional research on almost every question, a recognition of the importance of ethics, a stress on the importance of context, and a fundamental appreciation of the role that public management plays in fostering democracy.

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“…Nonetheless, the term “political institution” is more likely to call to mind legislatures or executive bureaucracies than public schools. This is due in part to the legacy of progressive reformers who sought to isolate education from politics (see Tyack, 1974 for discussion) and to the lack of attention political science has paid to understanding schools and school systems as political entities.…”

Section: The Politics Of Urban Educationmentioning

confidence: 99%

“…The first approach is the “progressive” perspective, and it has dominated the world of education policy. Long implicit in the thinking and scholarship of the professional education community, this perspective is rooted in the assumption that administrators are highly trained and responsible professionals (see Tyack, 1974 and Tyack and Hansot, 1982 for discussion) 4 . Although this approach to bureaucratic behavior often strikes social scientists as naïve, it has remained the dominant paradigm in education policy circles 5 .…”

Section: Urban School Governancementioning

confidence: 99%

Technocracies, Bureaucracies, or Responsive Polities? Urban School Systems and the Politics of School Violence Prevention^*

Hess

Leal

2003

Social Science Quarterly

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Objective. Two tacks are implicit in the seminal Chubb and Moe (1990) argument that education bureaucracies tend to be rigidified by democratic conflict. One emphasizes the vulnerability of urban systems to organized interests and community pressures; the other argues that urban systems are unresponsive and ossified bureaucracies. This debate contrasts with traditional assumptions of apolitical “professionalism.” The predictive power of these theses is examined for the case of school violence prevention policy. Methods. Ordinary least squares regression analysis is conducted on the 1995 Council of Urban Boards of Education survey, encompassing 74 urban school districts. Results. Districts with greater levels of racial violence and violence against teachers had more school violence prevention measures. Levels of general school violence and district perceptions of school violence were not statistically significant. Conclusions. Urban systems are quite responsive to interest group pressure as well as to high SES communities. The professionalism thesis is not supported.

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The One Best System

Cited by 1,199 publications

References 0 publications

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Governance, Structure, and Democracy: Luther Gulick and the Future of Public Administration

Technocracies, Bureaucracies, or Responsive Polities? Urban School Systems and the Politics of School Violence Prevention^*

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The One Best System

Cited by 1,199 publications

References 0 publications

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover

Governance, Structure, and Democracy: Luther Gulick and the Future of Public Administration

Technocracies, Bureaucracies, or Responsive Polities? Urban School Systems and the Politics of School Violence Prevention*

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Technocracies, Bureaucracies, or Responsive Polities? Urban School Systems and the Politics of School Violence Prevention^*