What Fulton County Schools Believes: Theory of Action
County believes that increased local school decision-making promotes
the creation of new ideas and culture that can achieve the District�s
mission. The Board of Education fully believes in a system where schools
take more ownership of decision-making and assume appropriate levels of
accountability for results.
Fulton County's Theory of Action is that increased local school decision-making promotes the creation of new ideas and culture that can achieve the District's mission. We fully believe in a system where schools take more ownership of decision-making and assume appropriate levels of accountability for results.
The Rationale for This Theory of Action
Today, some FCS schools serve large numbers of low-income students, while others serve few. School communities vary by such characteristics as the number of English language learners, amount of parental support available at home, and special needs populations, to name a few. Achievement also varies. In some schools, almost every student meets or exceeds state math and reading standards, while in others, many do not. Similarly, in some FCS high schools, almost every student graduates in four years, but in others, the percentages are much lower, and far too many students never graduate.
Thus, while FCS strategies have pursued over the years have generated some positive results, they have not succeeded in eradicating achievement gaps. Moreover, rules and regulations at the state and local level have resulted in an education system that is often rigid and resistant to innovation.
From Theory of Action to Strategy
Fulton County's Theory of Action is that increased local school decision-making promotes the creation of new ideas and flexibilities to achieve the District's mission. There is untapped innovation and excellence in our schools and communities that can be released with shared governance and flexible systems. Fulton County's theory of action is based on the belief that decisions on how schools allocate their time, resources, and money are best made at the school level.
It is the intention of the board that increased local decision making with appropriate accountability as a theory of action will provide a stable, long-term framework for improving student achievement in Fulton County Schools. However, we recognize that from time to time, based on research and experience, this theory of action will need to be revised. While we welcome opportunities to continuously improve our theory of action, we are committed to this approach for improving student achievement. We pledge our best efforts to educate the workforce and the public and mentor new board members so that subsequent boards will hold constant to this vision.