The Chicago experiment holds promise of new knowledge about how democratic participation can be revitalized in major urban centers. Finally, Chicago school reform serves a broader community education function. As yet, however, school communities still need to find ways to interact with outside technical expertise. Tasks durations must be treated as estimates not commitments. This requires informational resource buffers to ensure the next resource on the CC is ready for the pass. Instead they encourage relay racer like handoffs where CC tasks are smoothly passed onto the next step with no delay. At the core of strong democratic practice is sustained conversation about shared normative understandings. Managers don’t control task completion dates. This concept of school politics encourages attention to the nature of political discourse in school communities. Following a description of the reform's background, this paper expands the pluralist bargaining framework to one of "renewed democratic institutions." This perspective maintains that a renewed democratic politics, rooted in sustained local participation, is the necessary antidote to unresponsive societal institutions. The act promotes three distinct sites of power in school communities: (1) parent-dominated local school councils (LSCs) (2) increased principal responsibility and accountability and (3) increased teacher participation in decision making. In December 1988 the Illinois State legislature passed the Chicago School Reform Act, which sought to replace traditional bureaucratic control of the schools with a complex system of decision making by local schools.
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