{'fraction_non_alphanumeric': 0.009944751381215469, 'fraction_numerical': 0.0, 'mean_word_length': 6.248, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
School Autonomy and District Support: How Principals Respond to a Tiered Autonomy Initiative in Philadelphia Public Schools

ABSTRACT A tiered autonomy policy was recently implemented in Philadelphia, where select principals were granted autonomy to manage school operations while others were promised greater district support to improve school functioning. This article provides evidence on how principals used their autonomy and the extent of district support for non-autonomous principals. Principals granted greater autonomy were more likely to change teacher professional development and curriculum and instructional strategies, while principals with longer tenures and more leadership training were more likely to implement organizational changes. Non-autonomous principals reported a misalignment between school and district priorities and limited district support for improving school functioning.