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When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago

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Title: When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago
Language: English
Authors: Paul Hill, Sarah McCann, Lydia Rainey, Chelsea Waite, Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Source: Center on Reinventing Public Education. 2024.
Availability: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Sponsoring Agency: William and Flora Hewlett Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Public Schools, Leadership, COVID-19, Pandemics, Elementary Secondary Education, Standards, Novices, School Personnel, Promotion (Occupational), Emotional Development, Social Development, Emergency Programs, Federal Aid, Grants, Educational Finance, Educational Cooperation, Educational Strategies, State Aid, School Districts
Geographic Terms: Illinois (Chicago), Maryland (Baltimore)
Laws, Policies and Program Identifiers: Elementary and Secondary School Emergency Relief Fund
Abstract: In the face of financial, political, and capacity constraints, leaders within the Baltimore City Public School System and Chicago Public Schools are making progress toward closing post-pandemic gaps in student learning. The executive leadership teams serving Baltimore City Public School System and Chicago Public Schools are using several strategies to help their systems build back after the pandemic including: (1) standardizing key elements of instructional cores and adding instructional staff across their systems, while maintaining some school-level flexibility; (2) supporting existing staff to become teachers and "building the bench" of new principals, while also promoting school leaders and administrators from within; (3) spending federal pandemic-relief money Elementary and Secondary School Emergency Relief Fund (ESSER) and other supplements, while hoping to avoid cutting into funding for instruction; (4) insulating schools as much as possible by taking the political hits themselves and making concessions to demanding stakeholders; and (5) confronting continued enrollment declines, limited central office capacity, constrained teacher labor markets, changes in school boards, shifting local interests, and uncertain state-level financial support. The strong leadership modeled in both districts remains at the heart of moving forward, despite the fact they are straining against their capacities. While there may be nuanced differences, all leaders in maxed-out districts will have to search for new options and forge alliances with new partners within school boards, unions, and state-level governments. This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education (CRPE) at Arizona State University's Mary Lou Fulton Teachers College.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED656122
Database: ERIC
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  Data: When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago
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  Data: <searchLink fieldCode="AR" term="%22Paul+Hill%22">Paul Hill</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+McCann%22">Sarah McCann</searchLink><br /><searchLink fieldCode="AR" term="%22Lydia+Rainey%22">Lydia Rainey</searchLink><br /><searchLink fieldCode="AR" term="%22Chelsea+Waite%22">Chelsea Waite</searchLink><br /><searchLink fieldCode="AR" term="%22Arizona+State+University+%28ASU%29%2C+Center+on+Reinventing+Public+Education+%28CRPE%29%22">Arizona State University (ASU), Center on Reinventing Public Education (CRPE)</searchLink>
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  Data: Center on Reinventing Public Education. Mary Lou Fulton Teachers College, Arizona State University. H.B. Farmer Education Building, 1050 S Forest Mall, Tempe, AZ 85281. e-mail: crpe@uw.edu; Web site: https://crpe.org/
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  Data: In the face of financial, political, and capacity constraints, leaders within the Baltimore City Public School System and Chicago Public Schools are making progress toward closing post-pandemic gaps in student learning. The executive leadership teams serving Baltimore City Public School System and Chicago Public Schools are using several strategies to help their systems build back after the pandemic including: (1) standardizing key elements of instructional cores and adding instructional staff across their systems, while maintaining some school-level flexibility; (2) supporting existing staff to become teachers and "building the bench" of new principals, while also promoting school leaders and administrators from within; (3) spending federal pandemic-relief money Elementary and Secondary School Emergency Relief Fund (ESSER) and other supplements, while hoping to avoid cutting into funding for instruction; (4) insulating schools as much as possible by taking the political hits themselves and making concessions to demanding stakeholders; and (5) confronting continued enrollment declines, limited central office capacity, constrained teacher labor markets, changes in school boards, shifting local interests, and uncertain state-level financial support. The strong leadership modeled in both districts remains at the heart of moving forward, despite the fact they are straining against their capacities. While there may be nuanced differences, all leaders in maxed-out districts will have to search for new options and forge alliances with new partners within school boards, unions, and state-level governments. This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education (CRPE) at Arizona State University's Mary Lou Fulton Teachers College.
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      – Text: English
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        PageCount: 20
    Subjects:
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Leadership
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Standards
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      – SubjectFull: Novices
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      – SubjectFull: School Personnel
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      – SubjectFull: Promotion (Occupational)
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      – SubjectFull: Emotional Development
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      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Federal Aid
        Type: general
      – SubjectFull: Grants
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      – SubjectFull: Educational Finance
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      – SubjectFull: Educational Cooperation
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      – SubjectFull: Educational Strategies
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      – SubjectFull: State Aid
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      – SubjectFull: School Districts
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      – SubjectFull: Illinois (Chicago)
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      – SubjectFull: Maryland (Baltimore)
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      – SubjectFull: Elementary and Secondary School Emergency Relief Fund
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      – TitleFull: When Challenges Never Let Up: School District Leaders Steer through Hazards in Baltimore and Chicago
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