Accountability,Fiscal Management,and Student Achievement in East St. Louis,Illinois 1994-2006

Abstract

This instrumental case study reviews the 1994-2004 period of state financial oversight in East St. Louis, Illinois School District 189, with a secondary review of the initial years of NCLB implementation. Although the oversight panel’s fiscal management did generate financial stability, case findings indicate that its accountability processes did not result in sustained improvements in student achievement indicators despite anticipated links between the two in the panel’s reporting. Furthermore, the oversight process operated as a hierarchical structure without identification of cultural implications. Attention to culture and subsidiarity are indicated for future state–district partnerships oriented toward urban educational reform.

Keywords

leadership identity achievement gap social diversity academic achievement school reform

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