Strong Ties in a Decentralized District: Balancing Professionalism and Accountability to Achieve Sustained Growth in Student Achievement

• In Event: Innovative System and School Redesign: Improving Leadership Practice to Support Instructional Reform

Abstract

This study explores how one U.S. district designed an infrastructure that fostered informal relationships and led to a balance between professionalism and accountability—a core condition that supported sustained achievement. Specifically, we examine: In what ways have district formal and informal structures and policies supported professionalism and accountability? and In what ways do the informal network structures of district and site leaders reflect the transmission of resources (knowledge, information, innovation)?

Two bodies of literature inform this study—professionalism and accountability in district reform and social network theory. Pressures for increased accountability and higher student achievement have pushed districts to assume greater control and centralization of curriculum, instruction, and assessments. While the benefits of coherence and centralization have been noted, there is also increasing awareness of the need to balance professionalism and accountability through more decentralized approaches (Ouchi, 2009). Network theory suggests that it is often the informal relationships that shape how information and resources flow between members, affecting organizational life and performance. Moreover, the structure of those relationships can impact the movement of resources, with dense relationships and two-way flow of information suggesting higher levels of exchange and opportunities to develop trust.

Through an exploratory case study design (Yin, 2003), we investigated one unique unit of analysis—a large urban elementary school district serving 27,000 predominantly Latino students. Drawing on network analysis (Scott, 2000; Wasserman & Faust, 1998), and supported by semi-structured interviews (ten principals and six central office administrators) and document analysis (Patton, 1990), we examined four network relationships and triangulated and illuminated them with interview data.

The sociograms (see Figure 1) represent instrumental social relations, which reflect the flow of information, resources, and assistance patterns between and among district and site administrators. Our analysis revealed that three of the four networks indicated dense relationships. Interestingly, the least dense network was related to the district’s reform initiative. The interview data supported all network findings and provided details illustrating that both central office and site leaders perceived high levels of collaboration, sharing, and trust. Principals felt considerable autonomy in setting their own achievement course and not pursuing the district initiative if it did not fit site goals. The interview and document data also revealed that district redesign efforts such as clear goal-setting to improve student learning, regular principal meetings focused on problem solving, executive directors assigned to clusters of schools, and the 44 schools grouped into cohorts to facilitate professional development supported both professionalism and accountability.

This study is important because the district pursued an atypical path of district reform and continued with it for two decades: less centralization and more site autonomy, which was perceived as a key in supporting high levels of student achievement for all sub-groups. This study provides one example of centralization/decentralization balance that was struck between the central office and its schools. We conclude that the discussion between centralized and decentralized is a false dichotomy and that the real task is determining the roles and responsibilities of each in improving outcomes (Honig et al., 2010).

Authors

• Lisa A Umekubo, University of California - San Diego

• Janet A. Chrispeels, University of California - San Diego

• Alan J. Daly, University of California - San Diego