共查询到19条相似文献，搜索用时 218 毫秒
1.
据美国《华盛顿邮报》2006年6月19日报道，从十年前开始特许学校运动以来，华盛顿学区董事会成员第一次郑重考虑放弃监控特许学校这种公共投资、私人经营的学校。今天，学区董事会提议暂缓新的特许学校申请，同时，董事会将对他们监控的特许学校运行状况进行研究。去年他们就采取了为时六个月的相似禁令。 相似文献
2.
纽约立法机关中的民主党人和教师联合会曾联合共同反对在1998年通过的纽约州特许学校法令，但是经过几年的努力，纽约州的特许学校已经成功地作为转型的传统学校为学生提供教育。现在，已经没有组织再反对纽约州的50所特许学校了。这些学校大多集中在布法罗、罗切斯特(Rochester)和纽约市。 相似文献
3.
九十年代美国教育改革的一个新动向——特许学校运动述评马健生孟雅君进入九十年代，美国教育改革中出现了一个新的热点——特许学校（ＣｈａｒｔｅｒＳｃｈｏｏｌ）。在短短的几年时间里，特许学校的观念迅速地传播开来，到１９９６年秋末，美国已有２５个州和哥伦比亚特... 相似文献
4.
美国人眼中的特许学校 总被引：1，自引：0，他引：1
特许学校迄今为止在美国已开办了15年，受到美国各界人士的关注。特许学校在美国究竞有多大反响，本文试从美国政界、教师工会、普通民众、以及传统公立学校几个方面对特许学校所持的态度和评价，作一总结分析，并对这一新生事物的未来发展作一展望。 相似文献
5.
特许学校是美国的一种新型公立学校,其经费来源有别于传统公立学校。本文首先分析了造成各州之间和一州之内特许学校经费差异的影响因素,在此基础上,介绍了特许学校收入的组成要素和各州特许学校经费制度的特征。这一制度与特许学校内外部的绩效责任也有着密切的联系,保证了特许学校对财政和经费负起直接的绩效责任。 相似文献
6.
1991年,美国明尼苏达州制定了特许学校法,成为美国第一个通过特许学校法的州,次年有两位教师在本州开办了第一所特许学校——城市中学。自此特许学校这一新型学校风靡全美,引起并获得美国上自总统下至广大民众的关注和支持。同时各种针对特许学校的研究报告、论文也层出不穷,但是大多数研究将视点集中在特许学校的特点、类型、状况和绩效责任制的介绍和总结上。笔者认为,教育市场化理论与校本管理思想是特许学校横空出世的深层原因。 相似文献
7.
美国特许学校的校本管理 总被引：1，自引：0，他引：1
特许学校是美国20世纪90年代初基础教育改革中产生的一种新型学校，是实施校本管理的典型代表。特许学校在经费使用、课程与教学、教师聘用以及家长参与方面都具有相应的特色与优势，我国基础教育管理改革后借鉴美国特许学校的校本管理经验，有效实施校本管理，重视学生家长参与学校工作，提高教育教学质量。 相似文献
8.
特许学校是美国公立教育改革的产物，其设立要经过州立法机关认可，申请人提出申请，签订契约，并在办学中承担绩效责任等程序，在现实中，特许学校在资金紧张，校舍狭小等各种问题，作为美国教育改革的重要成果，特许学校的一些基本经验值得我国借鉴。 相似文献
9.
1991年,美国明尼苏达州制定了特许学校法,成为美国第一个通过特许学校法的州,次年有两位教师在本州开办了第一所特许学校--城市中学.自此特许学校这一新型学校风靡全美,引起并获得美国上自总统下至广大民众的关注和支持.同时各种针对特许学校的研究报告、论文也层出不穷,但是大多数研究将视点集中在特许学校的特点、类型、状况和绩效责任制的介绍和总结上.笔者认为,教育市场化理论与校本管理思想是特许学校横空出世的深层原因. 相似文献
10.
特许学校是一种独立的公立学校，由美国或市政府与一些团体、企业及包括教育工作者、家长、社区领导在内的个人签定合同、互相承诺的一种办学形式。特许学校由州教育厅正式批准建立，经费从联邦政府而来。特许学校与一般的学校相比，在教师聘用、经费使用、课程设置、校历安排等方面享有很高的自治权。特许学校的生存更多地依赖于办学质量，如果其教育质量不能胜过一般的公立学校，家长就不送子女去就读，学生生源没有保证，就得关闭。 相似文献
11.
Christopher Lubienski 《Peabody Journal of Education》2016,91(1):64-80
Policymakers often advance charter schools as an education reform model that can offer more diverse educational alternatives for families. Yet, as these schools compete for students, questions arise about how they respond to the competitive incentives in differentiating themselves through marketing distinct options for learners. The way these schools promote themselves to their anticipated clientele—as opposed to how they are defined by their competitors—speaks to how schools engage and thus arrange themselves in the local education market. In that regard, school mission statements can offer critical information on the intended organizational purposes that differentiate each organization. Yet there is little empirical research on what these statements contain, and thus how schools respond to incentives in engaging local markets. This study looks at the content of mission statements—which are largely consistent with the schools’ charters themselves—developed by each charter school in one of the most competitive charter school markets in the country: the Detroit metropolitan area. This study finds a notable level of isomorphism in charter school mission statements, indicating a tendency to replicate rather than innovate. This uniformity of mission statements suggests that charter schools are not fulfilling their potential in diversifying school markets. 相似文献
12.
Two quasi-experimental methods – fixed effects (FE) and virtual control records (VCR) – were used to measure charter schooling in 14 states and two districts. The new VCR method uses all available observable charter student characteristics and prior performance to create a composite comparison record. A head-to-head comparison of the FE and VCR methods used the same charter students to test the FE control (e.g., the charter student's own traditional public school experience) and the VCR for equivalence. The comparison produced highly similar estimates; charter coefficients were identical in sign and significance and of the same general magnitudes. In an analysis of the sampling fractions included in each method using all available tested charter students, the VCR method was found to produce more generalizable results. In the policy analysis, charter school quality was found to be demographically and geographically uneven with only 19 percent of charter schools outperforming their local markets. 相似文献
13.
《The Journal of educational research》2012,105(6):351-358
Abstract One aspect of charter schools that is often overlooked when one evaluates their success is the support that they receive from students. By using data from a survey of Texas charter school students, supplemented with statistics from the Texas Education Agency, the author examined students' satisfaction with their charter school, especially as it compared with their previous educational experiences. Results suggest that when students perceived that the charter school had higher quality teachers, better classes, and a more caring environment, they were more satisfied with their charter school than with their previous school. Furthermore, students most at risk for dropping out also were those who tended to be more supportive of their charter school. 相似文献
14.
Catherine M. Scott 《Journal of School Choice》2017,11(1):168-190
More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention. 相似文献
15.
《Journal of School Choice》2013,7(3):145-175
ABSTRACT State-by-state comparison of charter school laws is complicated by the wide variation in terminology and by the idiosyncratic impact that interpretation and implementation by mid-level administrators has on the actual way in which charter school laws work. In this regard, each state is different and true comparison can best be accomplished by parallel studies conducted by local practitioners or researchers in each state. Also, longitudinal studies which trace the evolution of legislation over time provide greater insight into a state's charter school legislative environment in the same way that longitudinal studies of student achievement provide more information than one-point-in-time assessments. This paper describes the first of such studies; a combined content-analysis and policy assessment of current charter school legislation in the state of Hawai'i. The current statutes are traced through eleven drafts and a 58-page report from a public Task Force brought into being as the result of earlier legislation. Lessons, which might be applied in other states, are explored. Similar studies of legislation in other states are proposed. doi:10.1300/J467v01n03_13 相似文献
16.
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
17.
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
18.
Grant Clayton Christina Clayton Dick M. Carpenter III Gregory B. Ecks 《Journal of School Choice》2019,13(1):58-75
This study uses administrative data to measure the effect of attending a charter school in Denver, Colorado on the achievement of reclassified English as New Language (ENL) students during their monitor period in the mainstream classroom environment. We utilize school choice data from Denver’s Common Enrollment System (CES) to control for each school a family selected entering grade six, a typical time for a structural move, in order to better control of unobserved variable bias. Results indicate charter attendance increases achievement in mathematics and English on state testing. Charter school success in the CES environment provides insights for districts serving large numbers of ENL students. 相似文献
19.
Matthew Ackerman Anna J. Egalite 《Educational Assessment, Evaluation and Accountability》2017,29(4):363-396
There is no consensus among researchers on charter school effectiveness in the USA, in part because of discrepancies in the research methods employed across various studies. Causal impact estimates from experimental studies demonstrate large positive impacts, but concerns about the generalizability of these results have prompted the development of alternative methodologies for estimating charter impacts. Considerable attention has been paid to non-experimental national charter school studies conducted by the Stanford Center for Research on Education Outcomes (CREDO). To reconcile conflicting findings in the charter school literature, this within-study analysis uses statewide data from Florida between 2001 and 2009, finding large differences in the estimated charter school effects for oversubscribed and undersubscribed schools. This helps explain why experimental studies often find charter impacts that are much larger than those reported by studies relying on non-experimental methods. 相似文献