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1.
Christina Convertino 《教育政策杂志》2017,32(6):832-854
Given state cuts to US public education, overcrowding and underfunding in urban district schools continue to grow. Yet, how parents understand the role of state disinvestment on underfunded and overcrowded public schools remains relatively unexamined. Drawing from an ethnographic study of school choice in Arizona, I explore how a group of white parents from diverse income and educational levels, who exited their child from a district school to enroll in a charter school, articulated state disinvestment in their everyday lives. Findings show that parents blamed local schools for what were largely the effects of state disinvestment. In particular, parents connected underfunding and overcrowding with a lack of district responsiveness to individual concerns to express the view that dire conditions were a personal and not a collective problem. Concurrent with the view that they were ‘were forced to choose’ a charter school due to a lack of district responsiveness, parents developed the belief that choice makes education more equal, especially for students who don’t ‘fit in’ to the district school. In total, findings highlight how technologies of choice enter into local cultural and material struggles to transform the relationship between parents and schools from a social to an economic one. 相似文献
2.
The question that drives this article is why some school districts decide to open up charter schools and others do not. Several answers are plausible: (a) entrepreneurial initiative, (b) structural explanations, and (c) spatial competition. We use data for the state of Wisconsin derived from extensive case studies of 19 charter schools and quantitative data on Wisconsin school district from state files and the U.S. Department of Education common core databases. We find evidence to support all three explanations for why districts “go charter.” First, in almost every school and district we visited for case studies, at the heart of either the district or the charter school, and often both, there were entrepreneurial administrators, school board members, teachers, or parents. Our evidence was anecdotal but very consistent across 19 case studies. Second, there are two general sets of structural characteristics that were shown to be quantitatively correlated with becoming a charter district. The first set comprised resource characteristics (size, federal revenue, and available seats); the second set comprised indicators of unmet students needs (the percentage of students eligible for free lunch). Finally, we argue and believe we provide significant evidence that competition is also a motivation for going charter. We posit that open enrollment and charter schools are working together to enhance the flows of students from homeschooling, private schools, dropouts, and other public school districts into charter school districts. Thus using several different indicators and models, estimating both which districts become charter districts and the flow and net gain directly from open enrollment, there is no question that charter schools are increasing competition for students in Wisconsin. 相似文献
3.
《Journal of School Choice》2013,7(2):33-45
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
4.
Leesa M. Foreman 《School Leadership & Management》2018,38(3):242-258
Reflecting post-bureaucratic organisation theory, education reformers intended charter schools to empower school-level leaders, most typically principals, with autonomy to pursue clear, student-centred missions. Yet little research explores whether charter school principals have more power than traditional public school counterparts. We summarise the limited literature addressing the issue. Second, we present findings from interviews with nine charter leaders from six US states who have experience in leading both charter and traditional public schools, a unique data set. Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Furthermore, without oversight from school boards and central office administrators, charter leaders report having more power over budget and personnel, and more ability to collaborate with teachers. At the same time, standalone charter leaders report needing business support and training, while those from charter management organizations feel free to focus on academic success. 相似文献
5.
Lisa M. Shoaf 《The American journal of distance education》2013,27(4):185-198
This study examines data from focus group discussions with parents, students, and teachers at an online charter school. Standardized achievement test scores of children at the online charter school are compared with those in a similar school and across the state. Overall, the constituents involved in the online charter school were satisfied with the school's educational service. Students at the charter school performed lower than the state average of all schools (including public schools), but they performed better when compared to a similar school as defined by the state board of education. The online charter school experienced improvement in the report card rating from a designation of “Academic Watch” to “Continuous Improvement.” Evidence from constituent satisfaction and increasing student achievement suggests that the online charter school in this study is becoming competitive with traditional public schools. 相似文献
6.
Amy Stambach 《Gender and education》2001,13(2):199-216
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
7.
Judith R. Harrison Denise A. Soares Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231
ABSTRACTInclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature. 相似文献
8.
School innovation in district context: Comparing traditional public schools and charter schools 总被引：1，自引：0，他引：1
Market reforms in education are part of the educational policy landscape in many countries. Central to arguments for market reforms is the idea that competition and choice will spur changes in schools to be more innovative, which in turn will lead to better student outcomes. We define innovation in terms of a practice's relative prevalence in a local district context. A charter school is innovative in its use of a practice if the traditional public schools in its local school district are not using that practice. We explore factors based on arguments for charter schools that may affect a charter schools’ propensity toward innovation to explain variation in levels of innovation across charter schools. We find that, on the whole, charter schools do not fulfill their promise of innovation. Teacher tenure is the most notable exception. Parental involvement is the only characteristic of charter schools that significantly predicts variation in levels of organizational innovativeness. 相似文献
9.
Michael W. Kirst 《Peabody Journal of Education》2013,88(2-3):184-203
This article identifies supporters and opponents of charter schools at all levels of government and describes their motivations and behaviors. It is explained that state and local support for charter schools is most often determined by educational needs and material incentives. Different political contexts produce different charter school policies. For example, charter school legislation in Michigan was designed to increase competition among public schools. Legislation in Georgia served to deregulate public education after a period of increased state centralization. The article concludes that there is no cohesive state or local charter political pattern, given the variations in charter schools and their contexts. It remains unclear whether national charter school advocates have enough influence to expand the number of charter schools significantly. Local policymakers in areas with few educational pressures, such as some suburban communities, may resist change. Charter schools could end up as a marginal reform that impacts small numbers of students in urban centers, or continue their impressive growth, but it is state and local politics that will decide. 相似文献
10.
ABSTRACTHomeschooling is controversial for a variety of reasons. One concern is whether families are sufficiently equipped to serve students with disabilities. We investigate this issue by assessing parental satisfaction with the special education services that their child is receiving in various educational sectors (e.g., homeschool, traditional public, public charter, and private). Using a nationally representative sample of U.S. households from the National Household Education Survey, we find that parents who homeschool are more satisfied than parents of children in traditional public schools and a variety of private schools with the special education services that they are receiving. Despite obvious selection bias in our sample, we view parental satisfaction as one of many important indicators for the quality of special education services. The results from this study suggest that homeschooling is a potentially beneficial option for serving students with disabilities, though additional research examining other student outcomes would be invaluable. 相似文献
11.
Charter schools increasingly challenge both district and private schools for student enrollments in the United States. With more parents able to choose among the sectors, the success of each in attracting students will turn in part on the levels of satisfaction provided to families who enroll. We analyze data from two nationally representative surveys of parental perceptions. Private school parents are the most satisfied with the climate, student behavior, and school-to-parent communications in their child’s school, but the gap between private school parents and charter parents is much less than the one between private school parents and those in district schools. We find little difference across sectors in satisfaction with school infrastructure and in school–parent communications about student behavior. Because charters, like district schools, are free, this narrowing of the satisfaction gap between the tuition-based and free school sectors may erode the size of the private sector. 相似文献
12.
Elizabeth A. Swanson 《The Educational forum》2013,77(1):34-43
Charter schools play an important role in promoting school choice, thus attracting parents of children with disabilities. A number of charter schools, however, are unprepared to meet the needs of children with disabilities. This article explores potential reasons for this phenomenon and presents suggestions for charter schools and parents. 相似文献
13.
Nicole Nguyen 《Critical Studies in Education》2017,58(1):52-68
This ethnography explores daily life at Milton High School, a US public school with its own specialized Homeland Security program. From ‘military grunts’ serving in distant theaters of war to Transportation Security Administration (TSA) agents defending the US borderlands to National Security Administration (NSA) technicians monitoring worldwide cyber communications, Milton’s Homeland Security program trained students for the multiple permutations of the global war on terror. Based on my ethnographic fieldwork conducted at Milton, this article offers an analysis of what I call ‘school securitization’. While growing critical education scholarship importantly investigates the intensification of militarized education evident in the rise of military charter schools and harsh disciplinary regimes, this ethnography documents how other actors like major defense contractors, security companies, and federal agencies contributed to the school’s remaking. Broadening the analytical framework of school militarization to school securitization accounts for the range of actors, institutions, epistemologies, and security-oriented beliefs beyond the military that shape public education for the production of violence. 相似文献
14.
SEVAN G. TERZIAN 《Journal of educational administration and history》2004,36(2):135-144
After four years of failed attempts, lawmakers in the State of Florida sanctioned charter schools in 1996. This paper traces the political origins of the charter school movement in Florida and the USA as a whole. Examining legislation and reforms at the federal level, as well as state legislative proceedings, this paper identifies key political precedents. Nationally, the privatisation initiatives of the federal government created a climate conducive to charter school programmes. In Florida, a dual educational emphasis on local operational autonomy and accountability to the state appeared in the early 1990s, which paved the way for charter school legislation. By 1996, new federal charter school programmes solidified bipartisan support in Florida for this particular brand of school choice. 相似文献
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This article presents a conceptual framework derived from institutional theory in sociology that offers two competing policy contexts in which charter schools operate—a bureaucratic frame versus a decentralized frame. An analysis of evolving charter school types based on three underlying theories of action is considered. As charter school leaders pursue new and different forms of schooling, they are challenged by well-established bureaucratic rules and norms that define what it means to be a legitimate school. Microlevel institution-building efforts, however, may represent viable alternatives to the institutional order of public education as charter school leaders attempt to achieve scale. 相似文献
17.
This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts. We test whether the turnover gap is explained by different distributions of factors that are empirically and theoretically linked to turnover risk. We find that the turnover rate of charter school teachers was twice as high as traditional public school teachers in 2003–04. Differences in the distributions of our explanatory variables explained 61.0% of the total turnover gap. The higher proportions of uncertified and inexperienced teachers in the charter sector, along with the lower rate of union membership, were the strongest contributors to the turnover gap. Charter school teachers were more likely to self-report that working conditions motivated their decisions to leave the profession or move schools, although we found no measurable evidence that the actual working conditions of charter and traditional public schools were different. 相似文献
18.
本文主要涉及美国教育行政演进过程中的几个重要阶段:学区制的建立发展;学区制的衰落及州教育行政的建立发展;联邦教育行政的建立发展;学区制的改造及地方教育行政的完善。“地方分权”制是其教育行政管理的主要特色,是促进美国教育高速发展的有力武器。但认真分析后发现,依法治教才是美国教育管理得以高效有序运作的真正法宝,是我们应借鉴学习之处。 相似文献
19.
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
20.
《Journal of School Choice》2013,7(3):55-62
ABSTRACT The reform movement embracing charter schools is based largely on the promise that these autonomous schools will out-perform public schools plagued by bureaucratic administration-an expectation reflected in the federal NCLB law. However, the many state-based reports have been mixed, and previous national studies have suffered from serious methodological shortcomings. In a multi-dimensional analysis of a large and comprehensive dataset, we found charter elementary schools performing at a level beneath those of non-charter public schools, even after accounting for differences in student demographics and school location. In view of this and previous studies, the best current estimate of the performance of charter schools is that any academic advantage is negligible, isolated, or even negative relative to achievement in non-charter public schools. Implications regarding the premise of the federal law are considered. doi:10.1300/J467v01n03_07 相似文献