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Author: Sandra Vergari
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
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Book Description
Sandra Vergari has brought together the work of experts to create the first book to analyze and compare the charter school reform across a broad range of jurisdictions. Individual chapters discuss areas in the United States and Canada.
Author: Sandra Vergari
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 344
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Book Description
Sandra Vergari has brought together the work of experts to create the first book to analyze and compare the charter school reform across a broad range of jurisdictions. Individual chapters discuss areas in the United States and Canada.
Author: Sandra Vergari
Publisher: University of Pittsburgh Press
ISBN: 0822980835
Category : Education
Languages : en
Pages : 333
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Book Description
Charter schools are publicly funded entities that enjoy freedom from many of the regulations under which traditional public schools operate. There are, however, state and local variations in charter school legislation and implementation. The Charter School Landscape is the first book to analyze and compare charter school politics and policies across a broad range of jurisdictions.The first charter school opened in Minnesota in 1992. Within nine years, there were more than 2,000 charter schools operating in thirty-four states, Washington, D.C., and Alberta, Canada. Public discourse on the charter school reform is often passionate and politically motivated. Sandra Vergari has assembled a group of experts to present a more reflective and scholarly discussion of the reform, its performance to date, and its implications for public policy.Each chapter focuses on a single state or province, and systematically addresses such issues as charter school laws, the politics of policy implementation, charter school accountability, controversies and trends, and prospects for the future. In addition, the contributors emphasize significant issues specific to each state that offer lessons for analysts and policymakers everywhere. As a whole, The Charter School Landscape suggests that charter schools are having a significant impact on the institution of public education and how we think about the concept of the "real public school."
Author: Dick M. Carpenter (II.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
Most discussions of charter schools assume that they are monolithic. While the media, researchers, and policymakers are obsessed with comparing charters to traditional public schools, there's been little interest in comparing different types of charter schools to one another--until now. This study--the first of its kind--categorizes the nation's charter schools into a robust typology according to their educational approaches. It also provides demographic information by type--how many are in each category, what their student populations look like, and so forth--and makes a first attempt at comparing their test scores. Appendices include: (1) Charter school typology with distribution by instructional sub-types; and (2) Adjusted, Absolute Means by Type. (Contains 6 figures.) [Foreword written by Chester E. Finn, Jr.].
Author: Dick M. Carpenter (II.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
This report contains the typology of charter schools that were sought, based on Carpenter's careful sorting of 1,182 charter schools, representing 87 percent of all those operating in 2001-2002 in the five states (Arizona, California, Florida, Michigan, and Texas) that then accounted for the lion's share of U.S. charter schools. Carpenter sorted the schools into 55 categories, then grouped those into ten larger categories. He shows how many schools are in each, then provides some fascinating average data about the kinds of kids they enroll, how big they are, how old they are, etc. This report is simply the "typology" report. The following is appended: Charter School Typology with Distribution by Instructional Sub-Types. (Contains 4 figures.) [Foreword for "Playing to Type? Mapping the Charter School Landscape" written by Chester E. Finn, Jr. This document was produced by the Thomas B. Fordham Institute.].
Author: Heidi Hayes Jacobs
Publisher: ASCD
ISBN: 1416612246
Category : Education
Languages : en
Pages : 267
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Book Description
"What year are you preparing your students for? 1973? 1995? Can you honestly say that your school's curriculum and the program you use are preparing your students for 2015 or 2020? Are you even preparing them for today?" With those provocative questions, author and educator Heidi Hayes Jacobs launches a powerful case for overhauling, updating, and injecting life into the K-12 curriculum. Sharing her expertise as a world-renowned curriculum designer and calling upon the collective wisdom of 10 education thought leaders, Jacobs provides insight and inspiration in the following key areas: * Content and assessment: How to identify what to keep, what to cut, and what to create, and where portfolios and other new kinds of assessment fit into the picture. * Program structures: How to improve our use of time and space and groupings of students and staff. * Technology: How it's transforming teaching, and how to take advantage of students' natural facility with technology. * Media literacy: The essential issues to address, and the best resources for helping students become informed users of multiple forms of media. * Globalization: What steps to take to help students gain a global perspective. * Sustainability: How to instill enduring values and beliefs that will lead to healthier local, national, and global communities. * Habits of mind: The thinking habits that students, teachers, and administrators need to develop and practice to succeed in school, work, and life. The answers to these questions and many more make Curriculum 21 the ideal guide for transforming our schools into what they must become: learning organizations that match the times in which we live.
Author: National Alliance for Public Charter Schools
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
In winter of 2013, the Rhode Island League of Charter Schools, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average amount of operating funds spent by charter schools on facilities. Collectively, the results described in this report provide evidence that charter school students in Rhode Island do not have access to the same sized facilities, facilities amenities and/or funding compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable standards for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's ("ED") Charter Schools Program (CSP), ED procured additional state surveys, including in the state of Rhode Island. The National Charter School Resource Center at American Institutes for Research has subcontracted with the Colorado League of Charter Schools to collect the research and data on behalf of ED since October of 2011. To date, this has included data collection and research of charter school facilities in seven states: Arkansas (ED561919), Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), New Jersey (ED561926), Rhode Island, and South Carolina (ED561927). This report is based on survey, enrollment, and operating revenue data collected for the 2012-2013 school year. All results presented in this report are based on data from all 20 of Rhode Island's charter school facilities for which all or part of a comprehensive facility survey was completed. Appended are: (1) Methodology; and (2) School Facility Standards.
Author: National Alliance for Public Charter Schools
Publisher:
ISBN:
Category :
Languages : en
Pages : 24
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Book Description
In the spring of 2012, the Massachusetts Charter Public School Association, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect data that would reveal and accurately portray the adequacy of charter school facilities and the average spending for facilities out of charter schools' operating budgets in Massachusetts. As described more fully in this report, the results of the data collection efforts provide evidence that charter schools in Massachusetts pay more for facilities compared to traditional public schools, yet charter school students do not have access to many of the same facilities and amenities as compared to their peers in traditional public schools. In order to ensure that the recommendations of this effort were research-based and supported by reliable data, Hutton Architecture Studio--a leader in educational facilities architecture--consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable expectations for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's (ED) Charter Schools Program (CSP), ED procured additional state surveys, including Arkansas. The National Charter School Resource Center at American Institutes for Research (AIR) has been subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education since October of 2011. To date, AIR has subcontracted for the data collection and research of charter school facilities in four states: Idaho (ED561933), Michigan (ED561921), Massachusetts, and New Jersey (ED561926). This report is based on facilities survey and measurement data plus enrollment and operating revenue data collected for the 2012-2013 school year. The following are appended: (1) Methodology; and (2) School Facility Standards.
Author: Christine Rienstra Kiracofe
Publisher: IAP
ISBN: 1648028357
Category : Education
Languages : en
Pages : 223
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Book Description
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
Author: Raynard Sanders
Publisher: Beacon Press
ISBN: 0807076066
Category : Education
Languages : en
Pages : 146
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Book Description
How charter schools have taken hold in three cities—and why parents, teachers, and community members are fighting back Charter schools once promised a path towards educational equity, but as the authors of this powerful volume show, market-driven education reforms have instead boldly reestablished a tiered public school system that segregates students by race and class. Examining the rise of charters in New Orleans, Chicago, and New York, authors Raynard Sanders, David Stovall, and Terrenda White show how charters—private institutions, usually set in poor or working-class African American and Latinx communities—promote competition instead of collaboration and are driven chiefly by financial interests. Sanders, Stovall, and White also reveal how corporate charters position themselves as “public” to secure tax money but exploit their private status to hide data about enrollment and salaries, using misleading information to promote false narratives of student success. In addition to showing how charter school expansion can deprive students of a quality education, the authors document several other lasting consequences of charter school expansion: • the displacement of experienced African American teachers • the rise of a rigid, militarized pedagogy such as SLANT • the purposeful starvation of district schools • and the loss of community control and oversight A revealing and illuminating look at one of the greatest threats to public education, Twenty-First-Century Jim Crow Schools explores how charter schools have shaped the educational landscape and why parents, teachers, and community members are fighting back.
Author: Priscilla Wohlstetter
Publisher: Harvard Education Press
ISBN: 1612505430
Category : Education
Languages : en
Pages : 272
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Book Description
As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distill the high-quality research on charter schools to identify the contextual and operational factors that influence these schools’ performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorizing legislation—at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.
