Maryland legislators' perceptions of the effect of state intervention on education in the Baltimore City Public Schools System

The purpose of this study was to expand the paucity of research on state takeovers of school districts through a qualitative study of legislators' perceptions concerning state intervention in the Baltimore City Public Schools System under Senate Bill 795, Chapter 105, Laws of Maryland 1997. Data were collected through interviews with 26 legislators representing jurisdictions within and outside Baltimore City who were randomly selected from the House Ways and Means, House Appropriations, Senate Budget and Taxation, and Senate Education, Health and Environmental Affairs committees. Interviews sought to address three main research questions: (1) In what ways if any do Maryland legislators perceive state intervention to be a reform measure for improving the Baltimore City school system; (2) What recommendations do Maryland legislators have with respect to future plans for reforming education in the Baltimore City school system; and (3) In what ways, if any, do perceptions of Maryland legislators concerning SB 795 vary among representatives from Baltimore City and other jurisdictions across the state. The findings of the study were legislators perceived that: (1) Baltimore City schools are better off financially as a result of the takeover; (2) state intervention improved accountability for funds allocated to Baltimore City schools; (3) the restructuring of Baltimore City school system management was the most significant accomplishment of the takeover; (4) Non-Baltimore City legislators did not consider state intervention necessary for their jurisdictions; (5) state intervention is having a positive but limited impact on the academic performance of the district; and (6) accountability for student achievement in the Baltimore City school system has improved. The study also revealed legislators' proposals for future district reform included: (1) continuing adequate state funding with ongoing fiscal accountability; (2) continuing rather than terminating the state's involvement in the management of Baltimore City schools as a key measure to facilitate continuous improvement in the district; and (3) measures to support rather than “micromanage” the academic reform process in the district. Finally, the study also revealed no differences in the perceptions of legislators from different political jurisdictions.