Pathways for State-to-District Assistance in Underperforming School Districts

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This paper begins by briefly identifying the phases of state-to-district assistance from the time of the publication of the seminal report by the National Commission on Excellence in Education on our nation’s educational failures, “A Nation at Risk,” in 1983 to the present. Since then, in each successive phase of reform, state departments of education have had to assume greater responsibility for school and district underperformance. The paper then highlights what we’ve learned from this national experience by examining the educational, organizational, and political aspects of state-to-district assistance. It provides the platform for learning from and avoiding the recurring examples of unsuccessful practices.

The third section describes the components needed in a strategy to move from mission impossible—essentially the current state of affairs—to mission possible, wherein states can achieve better results. It focuses on the threefold challenge of:

* Meeting the educational requirements of balancing state responsibilities with federal statutes and traditions of local control
* Building the organizational capacities necessary for reconfiguring the current policy compliance system into an effective service-delivery system
* Addressing the political implications of balancing political pressure with educational wisdom

The arena of state-to-district assistance includes some better practices, but not yet best practices. Therefore, this third section also includes litmus questions that state departments of education can use to guide their decision-making about where to exert leadership and utilize resources for greater impact. In short, these questions can be used to shape a new generation of interventions that are characterized by best practices.

Getting markedly better results requires leadership that understands and uses these three key levers for change to maximize the state’s impact in transforming underperforming school districts and building community capacity, thereby ensuring a better future for students. This paper will describe how these levers for change can make the state the difference maker.

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