Michelle Rhee's IMPACT on the Washington D.C. Public Schools

The case began in 2007 when the Washington DC public school system failed. Parents, politicians, labor unions, and activists all believe that reform is necessary for student test scores, attendance records and security issues. However, there are major differences in how stakeholders achieve the common goal of providing good education to urban children. Reformists want to close failed schools, parents want to choose places for their children to go to school, and teachers' associations want to give more money to teachers. Michelle Lee, former teacher and "outsider", was hired by Adrian Fenty mayor for thorough and speedy reform. As the principal, Li Chengyin was attacked by teachers and their unions, guardians, and the public. It was because we closed instantly a school that was bad in grades and evaluated as "ineffective" by impact and a controversial teacher. An added value evaluation system designed to isolate everyone. The teacher makes a unique contribution to the student's educational achievement based on the student's test score. In this case, the measures taken by Lee Zheng Bin to reform the public school and the opposition to the support she encountered during the process were discussed, and eventually resigned in November 2010. Through a compelling interview, the 7-minute video supplement focuses on the impact assessment system and explores the two aspects of the school reform battle in Washington, DC. Among them, Michelle Rhee and Adrian Fenty mayor explain why they chose to use value-added methods to measure the teacher's performance, teacher union representative IMPACT is narrow and unfair I believe. The video also shows a powerful lens showing Li Chengyue leadership style.

This case discusses the measures taken by Michelle Re in order to reform the public school in Washington, DC, and the support and opposition encountered when she was the principal. In particular, I am focusing on using IMPACT, an added value evaluation system in educational reform.

"Michelle Ley's Education" is a documentary aired on PBS on Tuesday night, Lee Seung-il led the school in Washington DC and examined the heritage of that era. "Forefront" journalist John Merrow took Rhee to the school's warehouse. There were a lot of hard to find items, the principal was dismissed, and the meeting got a higher test scores at the meeting. In this way, Li Chengyue introduced himself to the teacher in Washington, DC in 2007. Rhee continued educational reform in Baltimore's rough parish for 10 years, but when Adrian Fenty mayor chose her, she is a "virtual unknown". Operation DC School Her style is simple, her goals are obvious. Even if that means a change in law, dismissal of people, closing school, and adult misfortune, it is to make Washington School better

Michelle Rhee is a very attractive, highly appealing, serious, young woman, the principal of the public school system in Washington, DC. She made sense and made a devoted effort cooperatively to improve the school system. She did a few good things, some of which were unpopular. As she closed the school in the air, the fixed cost of the school system was reduced. This allows you to allocate funding that was previously used for heating, power supply, and power supply to teachers and place librarians, art teachers, and special education teachers at each school.

At the beginning of the 21st century, the Washington DC Public School (DCPS) faced an organized crisis. D.C. Adrian Fenty mayor is seeking advice to determine the best way to effectively improve public schools in Washington, DC. I hired Michelle Rhee as head of DCPS. Rhee began work from analyzing all the factors that influenced the school in Washington, DC. After evaluating all the factors, Rhee decided to reorganize the DCPS. Rhee sets clear metrics so that the teacher is responsible and can measure whether the goal has been achieved. Li Chengyin hopes to cancel the term of teacher to raise teacher's sense of responsibility. Li Chengyue hopes to improve DCPS efficiency and believe that reorganizing the teacher will achieve this goal. Process and results are controversial, but it shows an organizational approach to overcome the policy crisis