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1.
We analyze the geographical distribution of, and access to, charter schools in the state of Ohio. Using poverty and race data from the U.S. Census, as well as publicly available student achievement scores, we analyze the locational preferences of charter schools. We use Geographic Information System (GIS) to visual display charter school locations relative to these community variables. Results suggest that policies limiting charters to locate in low performing school districts (labeled “challenged districts”) lead charters to cluster in urban cities; thus students living in poverty in large portions of the state lack easy access to school choice options. Further, we find that charters tend to avoid areas of the highest concentrations of poverty and Hispanic (though not Black) students.  相似文献   

2.
ABSTRACT

A key goal of school choice policies is to generate competition between schools, which should theoretically drive school leaders to improve their programs to attract and retain students. However, few studies examine how principals actually perceive and define competition. This article empirically examines school leaders’ conceptions of competition and their strategic behaviors using cognitive frameworks from new institutional theory, including sensemaking theory. Drawing on data from qualitative interviews with 30 charter school leaders in Arizona, we explore how leaders’ cognitive understandings of competition influence their actions in an educational “marketplace.” We find charter school leaders make meaning of “competition” in different ways, influenced by their local contexts and their conceptions of what actions are legitimate. Our work suggests that it is important to study the meanings of competition to school leaders, as it has important implications for schools’ competitive responses and, ultimately, student outcomes. Our work has important implications for policy makers seeking to expand school choice as it sheds light on how competition works in practice, with implications for equity and access.  相似文献   

3.
ABSTRACT

In light of contemporary school choice proposals and the 60th anniversary of the Southern Manifesto, the Prince Edward County, Virginia public schools crisis provides interesting historical discussion. Prince Edward County (PEC), a rural community in central Virginia, was one of five school districts represented in the 1954 Brown v. Board of Education Supreme Court decision that ruled segregated public schools unconstitutional. In response to this decision, PEC closed public schools from 1959–1964 rather than desegregate them. Three other Virginia locales closed public schools to resist the desegregation mandate of Brown—Warren County, Charlottesville, and Norfolk—but none for as long as PEC. Like the 19 Senators and 82 Representatives from each of the former Confederate states who signed the Declaration of Constitutional Principles or “Southern Manifesto” and understood the Brown ruling as a violation of state’s rights, Virginia lawmakers also vowed “…to use all lawful means to bring about a reversal of this decision [Brown] which is contrary to the Constitution and to prevent the use of force in its implementation.”  相似文献   

4.
ABSTRACT

Despite Indiana’s school choice landscape – including private school vouchers, tax-credit scholarships, inter-district and intra-district enrollment, magnet schools, and charter schools – not all Indiana communities have reasonable access to options outside of their traditional public schools. This research explores what lack-of-reasonable access differences – defined as greater than a 30-minute one-way drive time to a choice school – exist by locale, with a focus on rural communities. Geospatial analysis is used to identify “school choice deserts” lacking multi-sector schooling options in various communities. These deserts tend to exist wholly or mostly in rural areas, although Indiana students in grades K–8 exhibit greater access levels to non-traditional schools than those in high school.  相似文献   

5.
This paper seeks to elucidate a specific type of charter school. While much has been written about school choice and the expanding charter school segment, a growing and important number of charter schools do not fit in to the common understanding of these schools. Distinct from many of their counterparts, prestige charter schools have the following two features: elements which foster a reputation similar to that of elite private schools and a student population demographically distinct from local public district schools – whereby the prestige charters serve a disproportionate number of advantaged families. The prestige elements include: founding by advantaged community members; parental involvement; wait lists; popularity with advantaged professionals; high test scores; and niche themes. The authors will show through two in-depth case studies that prestige charter schools work hand-in-hand with gentrification in urban neighborhoods, and result in racial and class segregation and inequality. This paper examines how these charter schools struggle when a rise in prestige coincides with a decline in access for low-income students. The authors recommend that given the current system of school choice, prestige charter schools must use tools and mechanisms to maintain demographic diversity and educational equity which is in the best interest of all children.  相似文献   

6.
In this essay, Terri Wilson puts the argument developed by Kathleen Knight Abowitz that charter schools could be considered as counterpublic spaces into interaction with empirical research that explores patterns of voluntary self‐segregation in charter schools. Wilson returns to the theoretical tension between Jürgen Habermas and Nancy Fraser over the inclusivity of the public sphere. Wilson argues that Fraser's concept of counterpublic space rests on an oversimplification of Habermas's concept of the public sphere and, further, that justifying school choice through Fraser's “multiplicity of publics” offers few resources for questioning the increasing segregation of schools. According to Wilson, Habermas's normative project—and his concept of “idealization,” in particular—offers both an answer to Fraser's critique and a better application of “the public sphere” to the issue of school choice. Wilson concludes by considering how Habermas's understanding of the public sphere as a normative ideal might serve as a useful resource for evaluating the public‐ness of charter school reform.  相似文献   

7.
ABSTRACT

The widespread assumption in the United States today is that traditional urban public schools are failing. Market-based solutions, particularly charter schools, are seen as the way to improve urban education. How then can we understand a large urban district where educational actors have furthered a locally popular alternative vision? This article analyzes the comparison of Indianapolis, IN and Louisville, KY to demonstrate how four-decades-old desegregation orders continue to matter for the perceptions of urban school districts. The analysis shows how actors in Louisville utilized more favorable perceptions to fight for a compelling alternative narrative–integration–and against charter schools.  相似文献   

8.
ABSTRACT

The role of political factors, specifically of public opinion, in the relatively low penetration of charter schools into rural America remains unclear. We use 8 years of national survey data to demonstrate that rural residents express less support for charter schools than residents of other locales do. We attribute this gap to differences in familiarity with charter schools across these locales rather than to differences in satisfaction with local schools or to differences in demographics, party affiliation, or political ideology. However, using a survey experiment and an oversample of districts with charter schools, we show that increased exposure to these schools or information about them does not boost support in rural communities. Lastly, we demonstrate a similar urban-rural gap in support for private school choice policies such as vouchers and tax credits for private school scholarships.  相似文献   

9.
Parents in the United States have had the legal right to choose the school their child attends for a long time. Traditionally, parental school choice took the form of families moving to a neighborhood with good public schools or self-financing private schooling. Contemporary education policies allow parents in many areas to choose from among public schools in neighboring districts, public magnet schools, public charter schools, private schools through the use of a voucher or tax-credit scholarship, virtual schools, or even homeschooling. The newest form of school choice is education savings accounts (ESAs), which make a portion of the funds that a state spends on children in public schools available to their parents in spending accounts that they can use to customize their children's education. Opponents claim that expanding private school choice yields no additional benefits to participants and generates significant harms to the students “left behind” in traditional public schools. A review of the empirical research on private school choice finds evidence that private school choice delivers some benefits to participating students—particularly in the area of educational attainment—and tends to help, albeit to a limited degree, the achievement of students who remain in public schools.  相似文献   

10.
ABSTRACT

Concerns have been raised over the potential of charter schools to re-segregate the nation's schools. This concern has been expressed mostly with respect to students with disabilities and with respect to ethnic and/or racial minorities. In this study, the enrollment statistics for charter and contiguous non-charter public schools in a large urban district were compared with each other and with district enrollment averages by school level (elementary, middle, and senior schools). Findings indicated that very few enrollment percentages of charters and of noncharters were comparable with District averages on gender, ethnicity, participation in the free/reduced lunch program (FRL), limited English proficiency (LEP), and students in exceptional student education (ESE). Indeed, contiguous charter and non-charter public schools were more likely to resemble each other than District averages. However, charters and non-charters differed significantly from each other on the number of schools that had “low” and “high” enrollments of students participating in FRL, of LEP, and of ESE students.  相似文献   

11.
ABSTRACT

To date, there is a paucity of research that examines differences between charter schools that operate in suburban and nonsuburban contexts. This article examines whether students in suburban charter schools perform better or worse than their counterparts in traditional public schools or students in urban charter schools. Boasting the largest and most diverse charter school population in the United States, California offers a fertile urban-suburban context for the study of geographically differentiated charter school impacts and, thus, serves as the focus of our study. The student achievement data (2009–2010, 2010–2011 and 2011–2012 school years) for this study come from the California Department of Education. Using propensity score matching and virtual control records, our findings show that suburban charter schools do not improve academic achievement relative to the matched comparison group of traditional public schools. Suburban charter schools (namely, charters in high-income areas) are largely ineffective and appear to leave their students’ achievement unchanged or diminished. This study adds to the existing literature by examining the effects of charter schools on the neighborhoods in which they operate. Methodologically, another important contribution of this study is that it supplements traditional selection criteria for suburban charters (NCES classification) with census-based neighborhood factors. Finally, this study provides evidence of the broader implications of school choice policies in a suburban setting.  相似文献   

12.

Using geographic representations to examine choice policies and patterns in a major urban area, this analysis considers how districts in a metropolitan area are responding to competitive incentives in arranging options for African American students. The findings demonstrate that the distribution of districts' school choice policies exclude poorer students of color from the more preferred school options. The decision of districts to open or close their boundaries to non-residents is tied to both the physical proximity of districts to poorer communities, and to their relative status within the local market hierarchy. Thus, rather than seeing districts compete to attract students (and per-pupil funding) from failing schools, we are instead witnessing a process of districts targeting more preferred students—effectively ignoring the potentially lucrative pool of dissatisfied families (and per-pupil funding) in failing districts. This suggests that districts are responding to a set of incentives quite different from the ones envisioned by reformers, so that although choice is opening up school options, better choices are less available for poor students and students of color.  相似文献   

13.
ABSTRACT

Fifteen years ago charter schools were considered a radical addition to the public education landscape. Today they present a viable educational choice in 40 states and the District of Columbia. Much has been written about charter schools, their purpose, effectiveness, and future. However, to date, much of the dialogue has focused on ideology and methodology resulting in a discussion framed as “charter vs. noncharter.” Overlooked have been the more substantive issues that would provide a more accurate framework for studying charter schools. We propose that the education policy and research communities need to identify the critical variables in the charter schools sector that affect both student outcomes and education policy. One such major variable is the legal status of a charter school, that is, its identity as a local education agency (LEA) or as part of an existing LEA and the charter school's linkage to other parts of the public education system that flows from that identity. Differentiating charter schools according to their legal status will allow stakeholders to categorize these schools in a manner that succinctly captures critical differences. doi:10.1300/J467v01n03_11  相似文献   

14.
A substantial body of research has shown how white, middle-class parents in urban school districts use school choice as a tool to pursue educational advantages for their children. The purpose of this qualitative research was to examine the debate over neighborhood schools and school choice among a diverse group of parents in a gentrifying, yet highly diverse New York City neighborhood that I call “Prospect Point.” My central focus was studying a parent advocacy group that supports neighborhood schools. Findings show that about one third of families living in Prospect Point choose to send their children to charter or gifted and talented (G&T) schools located outside of the neighborhood. Given this outflow of parents and resources via school choice, most of the gentrifier parents in the sample who opted in to the local schools viewed their choice as a politically charged decision, and they credited the parent advocacy group as having influenced it. As a group, they rejected the consumer model of school choice, which they believed put the local schools at a disadvantage and was the norm for their racial/ethnic and socioeconomic demographic. Opt-in parents in this context recognized their privilege, and their children’s privilege, in the school-choice process and actively sought to diminish it through their choice to opt in. This research has important implications for the transformative role that parent mobilization can play in the future of diverse, high-quality public education and our democratic society.  相似文献   

15.
ABSTRACT

Reforms using market-style mechanisms of parental choice and competition between schools are intended to leverage change by compelling schools to diversify options and increase effectiveness. Yet, some research challenges those assumptions, suggesting that schools in competitive climates are more likely to focus on image management to attract a more desirable student intake than to engage in substantive innovations to improve student outcomes. This analysis examines school responses to competition in two local education markets representing a mix of public (including charter) and private school types. School promotional signals to consumers are studied in order to understand school perceptions and responses to underlying competitive incentive structures-incentives that reformers intended to encourage programmatic improvement and diversification of options along a horizontal axis of diverse consumer preferences. A review of marketing materials demonstrates that many schools are instead adopting marketing strategies designed to attract “better” students-often from schools considered to be successful, rather than from the failing schools reformers had targeted. These patterns of vertical differentiation suggest that schools may be acting in ways that reflect contradictory incentives shaping how schools engage the marketplace.  相似文献   

16.

This chapter tracks the early effects of the 1988 amendments to the federal Chapter One programme on the policies and practices of four large urban districts (Atlanta, Chicago, Dade County and Dallas). Specifically, the article analyses reform efforts in the areas of programme co‐ordination, parental involvement, school‐wide projects and school performance accountability. Drawing on an historical analysis of the evolution of relations between the federal government and local school districts since the programme's inception in the 1960s, the authors argue that the apparently only modest impact of the 1988 reforms on the practice of Chapter One programmes to date is a result of a basic conflict between the intent of the reforms (to enhance educational effectiveness) and the political context as it occurs at the local level (an orientation toward bureaucratic and regulatory compliance).  相似文献   

17.

Using public choice theory as a conceptual orientation, the authors argue that politics in urban school districts have differed from those in suburban school districts. Urban school politics have been characterized by relatively well‐organized interest groups and weak market controls, although politics in suburban school districts vary also, as a function of the strength of market controls. The strength of these interest groups in city school systems is reflected in school board politics, in the administrative structure and in district policies. Interest group liberalism in urban school districts may be lessening due to the changing educational needs of urban students and due to reformers’ efforts to give parents more educational choices. However, the success of market reforms depends on a number of conditions which will be a severe challenge to reformers.  相似文献   

18.
“Mayoral takeover” has emerged as a major reform option for struggling urban districts since it was launched in Boston in 1992 and Chicago in 1995. This article examines the design, implementation, and the effects of mayoral-led school systems. Our research addresses issues that are critical to systemwide improvement: Are there variation in how mayors govern their schools? How can mayors “add values” to current school reform efforts in their cities? Have more resources been provided for teaching and learning? Is the public more confident in their city's school system? Are test scores improving? In addressing these issues of student outcomes and management improvement, we highlight lessons learned from our research project's mixed-methods approach, including case studies and statistical analyses using a multiyear database on a purposeful sample of 100 urban districts.  相似文献   

19.
章程治理是教育改革背景下我国高职院校"依法治校"的理性选择,基于章程的高职院校治理合乎理性,因为章程治理的基础是章程赋权的合法性,利益相关者的合作性关系为章程执行提供了可能性、章程的开放性为治理规则的优化提供了空间。章程对高职院校治理具有规制性:章程权威规定治理规则,引导治理法治路向, 章程合意规制治理关系,协调治理行为, 章程内容规制治理内涵,体现学校精神文化。从特色办学、精准服务、过程再造、"双创"驱力四个方面探索依法治校视域下的高职院校章程治理实践路向,为深化新时期高职院校治理改革提供可行思路。  相似文献   

20.
This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored.  相似文献   

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