Summary
This paper describes one urban school system's attempt to become more manageable, responsive, and productive. We have tried to delineate how the seminars are modifying the system, and, in turn, being modified by the system.
The Issues Seminar is an elusive item. In theory it allows decision makers to act proactively, to utilize data, and to operate in a synergetic mode. In practice it is an intervention which allows participants to exchange attitudes and perceptions, demands that bureaucrats be accountable, and fosters leader ship at all levels.
The criterion for effectiveness of a structural intervention, such as the Seminars, should be the same as that for any educational innovation, practice, or policy-i.e., “Does it facilitate student achievement?” To that end, we must defer. Wedon't know. What wedo know is that (1) decision-makers do have access to data, atitudes, and perceptions from all levels, (2) members at all hierarchical levels are gaining an understanding of how the system works (and, of equal importance, how it doesn't work), (3) problems of minor importance yet great annoyance are being rectified, and (4) people are beginning to feel a psychic investment in the system. If those outcomes will ultimately have a positive, effect on the students, then the seminar will have been successful. We are optimistic.
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Additional information
Roger H. Perry is Assistant Professor of Urban Administration and Policy-making at Washington University.
Thomas R. Hoerr is a principal in the University City, Missouri School System.
Doris W. Randolph is Coordinator of the St. Louis Public Schools Issues Seminars and a doctoral student in educational administration at Washington University.
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Perry, R.H., Hoerr, T.R. & Randolph, D.W. The issues seminar: Changing a large urban school system. Urban Rev 10, 227–242 (1978). https://doi.org/10.1007/BF02174226
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DOI: https://doi.org/10.1007/BF02174226