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January 31, 2011
February 02, 2011
As the challenges of education governance loom ever larger and the dysfunction and incapacity of the traditional K–12 system reveal themselves as major roadblocks to urgently needed reforms across that system, many have asked, “What’s the alternative?”
Part of the answer is the “recovery school district,” a new state-created entity that has the potential to turn around schools that have—often for decades—produced dreadful results under district control.
Nelson Smith investigates the Volunteer State’s Achievement School District (ASD) by analyzing the ASD’s history, politics, and moving parts in the new policy report Redefining the School District in Tennessee.
Smith offers concrete advice to other states thinking of creating similar “recovery school districts.”
This new policy brief is the first in a series by the Thomas B. Fordham Institute on the ways that statewide turnaround districts affect traditional governance relationships among public schools, school districts, the state, and the federal government.
Download Redefining the School District in Tennessee to learn more.