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This research investigates the inherent dilemma evident in attempts to promote decentralization initiatives in urban public schools. Detroit provides a natural experiment in decentralized education reform given both the collaborative and the competitive reform efforts that were advanced between 1988 and 1994. A collaborative partnership, the Detroit Compact, was created, and schools of empowerment and choice were partially implemented, conceptually designed to enlarge the community role in the operation of the schools. Results indicate that efforts at promoting decentralization, over time may produce counterpressures to recentralize decision making. 相似文献
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