Media notice: James Esposito will describe the following study at a
University Council for Educational Administrators national
conference Oct. 25 at 4:30 p.m. in Louisville, KY. To reach Esposito
before he leaves for the conference, call (804) 924 0801.

EMBARGOED:  NOT FOR RELEASE BEFORE
5 P.M., OCT. 25

POPULAR SCHOOL-REFORM MOVEMENT DOES NOT IMPROVE STUDENTS'
ACHIEVEMENT, SURVEY SHOWS

	CHARLOTTESVILLE, Va., Oct. 18 -- Student test scores do not
improve significantly in schools that have adopted school-based
management, a popular restructuring idea embraced by about one-third
of American schools, according to a study being released Oct. 25. 
"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.
The data clearly shows that student achievement, as measured by
standardized test scores, does not improve in schools that have
adopted the system," said James Esposito, an associate professor in
the University of Virginia's Curry School of Education and leader of
the research project. 
The study found that student achievement, as measured by IOWA
standardized tests administered in fourth grade, did not improve
significantly in schools where principals and teachers have the
authority to make decisions regarding their schools' governance. The
finding became apparent after such variables as school size,
per-pupil expenditure and socio-economic status of the student body
were factored in the data. 
The study, to be presented at a national meeting of educational
administrators in Louisville, KY, is one of the first to examine the
impact of school-based management on student achievement. The
research by Esposito and U.Va. doctoral student Lisa Bell identified
the extent that school-based management has been adopted in schools
and investigated if there was a correlation between the extent the
management system was implemented and student achievement, as
measured by standardized test scores.
The survey was conducted among 35 Virginia schools, ranging in size
from about 250 to 800 students, that were identified by
superintendents as using school-based management. Principals were
asked questions about their decision-making processes regarding
personnel, curriculum and instruction, budget and administration,
the four categories considered by proponents of school based
management to be the most critical for on site educators to exercise
authority. Student test scores from the 1993 94 year were compared
to those from 1991-92, a period reflecting three years of on-site
management.
Esposito and Bell believe 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 pay-off in improved student achievement. However, there may be
other benefits, including improved teacher morale, that are
important to consider," Esposito said.
Although some schools did show increases or declines in test scores,
the overall change was statistically insignificant. The researchers
found no correlation between the extent school-based management was
implemented and changes in standardized test scores. 
"The lack of significant improvement overall is especially important
since schools are evaluated on the basis of standardized test
scores, as well as other student outcomes," Esposito said. 
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