Jright-sizing [sic] as an iterative process for the Kansas City, Missouri school district
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Urban education requires leadership and implementation as key drivers of change. However, educational leaders often find themselves at odds with what is best for children and adult agendas. As complicated as urban education is, one aspect is essential if increased student achievement is to be accomplished. Resources must be directed toward instructional, not operational costs, as financial and academic stability and sustainability are linked. This dissertation, written in the form of a monograph, includes an article that evaluates iterative right-sizing as an ongoing managerial process that encourages an organization to continually evaluate its assets. Urban school districts as a whole have struggled with the capacity to remain financially stable and sustain academic programming. The monograph consists of four chapters written by former members of the Kansas City, Missouri Senior Leadership Team who lead efforts to disrupt and transform public schooling with the district. The four strategic endeavors designed to address increasing student achievement include: School Board Micromanagement, Right-Sizing, Student Centered-Learning, and Equity and Access in relation to Gifted and Talented Education. Urban education is a challenge worth the goal of providing the children within the urban core the education they deserve. This monograph is a commentary on what leadership and commitment can accomplish when the interconnections with different transformational efforts among governance, right-sizing, instructional delivery and specialized services come together.
Access is limited to the campus of the University of Missouri--Columbia.