Evaluation, Supervision, and Staff Development under Mandated Reform

The perspectives of three rural middle school principals as they implement Georgia’s A Plus Education Reform Act of 2000 were investigated in this study. A case study approach was used, employing both within case and cross case analyses. Three interviews were conducted with each of the three participants, resulting in a total of nine interviews. Five perspectives emerged from the data: (1) Evaluation of teacher effectiveness can be indicated only by the results of standardized tests, (2) Supervision consists of classroom visits and observations, (3) Ruralness affects how staff development is delivered, (4) Lack of funding limits the effectiveness of the staff development component of teacher evaluation, and (5) Implementation of A Plus adversely affects the traditional middle school schedule.

Recommendations from the North Star State

Administrators in America’s rural school districts are uniquely challenged to meet increased achievement expectations despite decreasing resources. Mandated reform initiatives, population decline, and the complex formulas used to distribute tax-based funding have disproportionately affected rural schools. In this mixed-methods study, researchers first surveyed K-12 administrators and then conducted focus groups across six regions in Minnesota to determine the nature of the challenges specific to rural administrators and to document their perceived needs for interventions, training, and policy changes. The study identified two categories of common concern: student achievement and fiscal management. Within the category of student achievement, administrators identified four areas of need for assistance: testing and adequate yearly progress, achievement for all, staff and professional development, and data analysis. Within the category of fiscal management, needs for assistance included balancing budgets and transportation/sparsity policy. Analysis of the data gathered indicates statewide implications for professional development and policy review.

De-Policing

102 Cornell Law Review 721 (2017)Critics have long claimed that when the law regulates police behavior it inadvertently reduces officer aggressiveness, thereby increasing crime. This hypothesis has taken on new significance in recent years as prominent politicians and law enforcement leaders have argued that increased oversight of police officers in the wake of the events in Ferguson, Missouri has led to an increase in national crime rates. Using a panel of American law enforcement agencies and difference-in-difference regression analyses, this Article tests whether the introduction of public scrutiny or external regulation is associated with changes in crime rates. To do this, this Article relies on an original dataset of all police departments that have been subject to federally mandated reform under 42 U.S.C. § 14141 — the most invasive form of modern American police regulation. This Article finds that the introduction of § 14141 regulation was associated with a statistically significant uptick in some crime rates, relative to unaffected municipalities. This uptick in crime was concentrated in the years immediately after federal intervention and diminished over time. This finding suggests that police departments may expe- rience growing pains when faced with external regulation.