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Dissertation/Thesis Abstract

Transition process: How school systems exchange increased accountability for increased autonomy
by Dunn, Linda N., Ph.D., Mercer University, 2013, 177; 3577370
Abstract (Summary)

The Increased Flexibility for Local School Systems Act (O.C.G.A. ยงยง 20-2-80-84) compels traditional Georgia public school leadership to make a choice whether to operate under a vertical hierarchical operational system compelled to adhere to all Georgia laws, rules and regulations created by state level policy makers or to increase the level of accountability in exchange for autonomy in the form of a horizontal partnership operational system as a contract or charter system. It will be important for education policymakers in these systems to have a clear understanding of the essential elements of the transition process to guide their decisions to best meet the needs of the students.

The researcher employed a three-round Delphi study to describe the elements that were part of the process of transitioning to a charter system or an IE 2 contract system. The researcher gathered data from a panel of 11 experts, who were directly involved in their school system's transition. The data analysis revealed 89 elements that were rated by at least 80% of the panelists, as important or essential to the transition process.

Indexing (document details)
Advisor: Jenkins, J. Kevin
School: Mercer University
School Location: United States -- Georgia
Source: DAI-A 75/03(E), Dissertation Abstracts International
Subjects: Educational leadership, Education Policy
Keywords: Accountability, Charter school systems, School autonomy, Transition policy
Publication Number: 3577370
ISBN: 978-1-303-59525-7
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