Site-Based Management Versus Systems-Based Thinking The Impact of Data-Driven Accountability and Reform

• Published in: The Journal of cases in educational leadership Vol. 18; no. 1; pp. 27 - 38
• Main Authors: Mette, Ian M., Bengtson, Ed
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-03-2015
• Subjects: Accountability; Administrative Organization; Case Method (Teaching Technique); Comparative Analysis; Educational Administration; Educational Change; Educational Practices; Empowerment; Learning Activities; Management Information Systems; School Based Management; Systems Approach; Teaching Methods; United States (Midwest); site-based management; data-driven decisions; school reform; systems-based thinking; accountability
• ISSN: 1555-4589; 1555-4589
• DOI: 10.1177/1555458914568314

This case was written to help prepare building-level and central office administrators who are expected to effectively lead schools and systems in an often tumultuous world of educational accountability and reform. The intent of this case study is to allow educators to examine the impact data management has on the types of thinking required when leading school systems, particularly in larger school districts. Educators studying this case should examine the strengths and weaknesses of site-based management as well as systems-based thinking—specifically how both can play a role in how schools and school systems are led in the age of accountability and reform.