Strong and stable school leadership is critical for success in schools across the nation. The duties of the principal are many and varied. Principals, for example, can oversee instruction, purchase curricular materials and supplies, and provide professional learning and supports for teachers. Carrying out these duties effectively makes a…

This report synthesizes findings from CEP's (Center on Education Policy's) research on how the No Child Left Behind Act's school restructuring requirements are being implemented in Michigan, California, Maryland, Ohio, and Georgia. Document reviews and interviews with state officials were conducted in the five states, and case study research was…

This report synthesizes findings from five years of state-level research and local case studies of school restructuring by the Center on Education Policy (CEP). The research reported here began in Michigan in the summer and fall of 2004 and gradually expanded to include five additional states--California, Georgia, Maryland, New York, and Ohio--as…

This report describes how California is providing direct intervention to improve structures and processes in districts, which is intended over time to improve curriculum, instruction, and student achievement at the school level. For districts subject to federal Corrective Action under NCLB, California's approach is "top down" in that…

To learn more about district and school decision making for No Child Left Behind (NCLB) restructuring, the Center on Education Policy (CEP) turned to California, a state with a substantial number of schools in restructuring and several state and regional supports for making decisions about restructuring. In the summer and fall of 2005, CEP…