For chartering to work, authorizers can't be compromised by financial or political dependency on the schools they oversee, writes Paul Hill.
A great school for every child in every neighborhood
The portfolio strategy gives families the freedom to attend their neighborhood schools or choose one that is the best fit for their child. It supports principals and teachers—those who work most closely with students and frees them to use their best ideas to ignite student learning. And it relies on district leadership to support and expand successful schools until every child in the district is in a great school.
CRPE’s Portfolio work creates impact through the Portfolio School District Network. The Network is a growing number of urban districts including New York City, New Orleans, Chicago, Denver, Hartford, and Baltimore that are pursuing the portfolio strategy.
These cities receive a Portfolio Implementation Snapshot, where CRPE rates each district based on its portfolio implementation progress or decline. Our Portfolio Implementation Snapshot Tool allows districts to view their progress over time and compare against one another.
Strife and Progress: Portfolio Strategies For Managing Urban Schools
This new book from Paul Hill and colleagues explains the underlying idea of the portfolio strategy.
Performance Management in Portfolio School Districts
As portfolio districts take on duties they were not designed for, this report offers guidance on how to manage some of the most complicated tasks.
It Takes a City: Getting Serious about Urban School Reform
This volume is the second in a trilogy of books designed to describe the politics of reform in urban school systems and clarify reform options available to mayors and other community leaders who want to improve school performance dramatically. It Takes a City develops lessons from the reform experiences in six American cities which have made concerted attempts to improve their public schools: Boston, Memphis, New York City District #2, San Antonio, San Francisco, and Seattle.