ROANOKE TIMES
Copyright (c) 1996, Roanoke Times
DATE: Thursday, October 31, 1996 TAG: 9610310041
SECTION: VIRGINIA PAGE: C1 EDITION: METRO
SOURCE: JOEL TURNER STAFF WRITER
Student test scores do not improve in schools that have adopted school-based management, a school-reform approach that has become popular in the nation and some Roanoke Valley schools in recent years, a University of Virginia researcher says.
The study showed that fourth-graders' scores on standardized tests did not improve significantly in schools where principals, teachers, parents - and sometimes even students - participate in running the school.
``School-based management has been widely adopted because administrators believe a decision-making process that encourages teacher participation will enable schools to respond more effectively to students' needs, resulting in improved achievement,'' said James Esposito, an associate professor in UVa's school of education and leader of the research project.
But a survey among 35 Virginia schools, ranging in enrollment from 250 to 800 children, found no correlation between school-based management and test scores, Esposito said.
The findings were released at a national conference of school administrators last weekend.
Student test scores from the 1993-94 school year were compared with those from 1991-92, a period reflecting three years of on-site management.
School officials in Roanoke and Roanoke County said the findings do not change their views about school-based management because they believe it has other benefits.
``We haven't looked at it solely from the viewpoint of test scores,'' said Roanoke Superintendent Wayne Harris. ``I believe people support decisions better if they have input.''
Esposito said school-based management may improve teacher morale and provide other benefits that are important to consider.
``I don't think test scores have been the issue with us,'' said Roanoke County Superintendent Deanna Gordon. ``It seems logical to involve people in decisions who will be affected by those decisions.''
Salem has given principals and teachers a greater voice in the operation of schools, but it has not adopted school-based management councils, Superintendent Wayne Tripp said.
``I'm not surprised by the study's findings,'' Tripp said. ``Some teachers are not that keen on making management decisions. They want to focus on teaching.''
About one-third of American schools have embraced some form of school-based management. In its purest form, all decisions about curriculum, programs, personnel and budget are made by the school instead of the school system's central office. In many school districts, schools have governing panels - called school-based or site-based councils - that work with the principals to make management decisions.
But there has been confusion and conflict about the councils' roles and powers.
Some school systems, including Roanoke and Roanoke County's, have adopted a modified version, but they have not given the councils complete control over curriculum, personnel and some other issues.
``We have a hybrid form,'' Gordon said. ``We don't have school-based management, but we have school-based involvement in decision-making.''
County schools have advisory committees - composed of teachers, parents, community leaders and others - that work with principals on some management issues, said Marty Robison, assistant county superintendent.
But the committees are advisory bodies and don't make final decisions on budgets and personnel, Robison said.
Roanoke's site-based councils make decisions on some issues, such as after-school programs, types of report cards, technology and fund-raising, but the central staff retains control over curriculum and personnel.
Harris said the site-based councils are working well in some schools, but others are not as effective. Students can serve on councils at middle and high schools in Roanoke.
Faye Pleasants, executive for human resources for Roanoke schools, said not all councils concentrate on the same issues.
Pleasants said she was not surprised by the UVa study's results because the school councils tend to focus initially on pressing problems such as the condition of buildings or student discipline instead of test scores and long-range issues.
The UVa study was the first to examine the impact of school-based management on student achievement.
Esposito said he believes the findings are particularly important for school boards considering giving schools the power to make on-site governing decisions.
``School boards, wrestling with the cost of implementing school-based management, should recognize that there is no payoff in improved student achievement,'' he said.
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