1984 Report of the Task Force to Study the Funding of Public Education PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download 1984 Report of the Task Force to Study the Funding of Public Education PDF full book. Access full book title 1984 Report of the Task Force to Study the Funding of Public Education by Maryland. Task Force to Study the Funding of Public Education. Download full books in PDF and EPUB format.
Author: Maryland. Task Force to Study the Funding of Public Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72
Get Book Here
Book Description
Author: Maryland. Task Force to Study the Funding of Public Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 72
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 686
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1160
Get Book Here
Book Description
Author: United States. Superintendent of Documents
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1116
Get Book Here
Book Description
February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index
Author: Marion Orr
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 264
Get Book Here
Book Description
Deindustrialization, white flight, and inner city poverty have spelled trouble for Baltimore schools. Marion Orr now examines why school reform has been difficult to achieve there, revealing the struggles of civic leaders and the limitations placed on Baltimore's African-American community as each has tried to rescue a failing school system. Examining the interplay between government and society, Orr presents the first systematic analysis of social capital both within the African-American community ("black social capital") and outside it where social capital crosses racial lines. Orr shows that while black social capital may have created solidarity against white domination in Baltimore, it hampered African-American leaders' capacity to enlist the cooperation from white corporate elites and suburban residents needed for school reform. Orr examines social capital at the neighborhood level, in elite-level interactions, and in intergovernmental relations to argue that black social capital doesn't necessarily translate into the kind of intergroup coalition needed to bring about school reform. He also includes an extensive historical survey of the black community, showing how distrust engendered by past black experiences has hampered the formation of significant intergroup social capital. The book features case studies of school reform activity, including the first analysis of the politics surrounding Baltimore's decision to hire a private, for-profit firm to operate nine of its public schools. These cases illuminate the paradoxical aspects of black social capital in citywide school reform while offering critical perspectives on current debates about privatization, site-based management, and other reform alternatives. Orr's book challenges those who argue that social capital alone can solve fundamentally political problems by purely social means and questions the efficacy of either privatization or black community power to reform urban schools. Black Social Capital offers a cogent conceptual synthesis of social capital theory and urban regime theory that demonstrates the importance of government, politics, and leadership in converting social capital into a resource that can be mobilized for effective social change.
Author: California Code Commission
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 1246
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Libraries
Languages : en
Pages : 192
Get Book Here
Book Description
Author: Maryland. General Assembly. State Department of Legislative Reference. Library and Information Services Division
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 420
Get Book Here
Book Description
Author: California
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 1196
Get Book Here
Book Description
Author: Kenneth K. Wong
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
Get Book Here
Book Description
This book examines the fundamental role of politics in funding our public schools and fills a conceptual imbalance in the current literature in school finance and educational policy. Unlike those who are primarily concerned about cost efficiency, Kenneth Wong specifies how resources are allocated for what purposes at different levels of the government. In contrast to those who focus on litigation as a way to reduce funding gaps, he underscores institutional stalemate and the lack of political will to act as important factors that affect legislative deadlock in school finance reform. Wong defines how politics has sustained various types of "rules" that affect the allocation of resources at the federal, state, and local level. While these rules have been remarkably stable over the past twenty to thirty years, they have often worked at cross-purposes by fragmenting policy and constraining the education process at schools with the greatest needs. Wong's examination is shaped by several questions. How do these rules come about? What role does politics play in retention of the rules? Do the federal, state, and local governments espouse different policies? In what ways do these policies operate at cross-purposes? How do they affect educational opportunities? Do the policies cohere in ways that promote better and more equitable student outcomes? Wong concludes that the five types of entrenched rules for resource allocation are rooted in existing governance arrangements and seemingly impervious to partisan shifts, interest group pressures, and constitutional challenge. And because these rules foster policy fragmentation and embody initiatives out of step with the performance-based reform agenda of the 1990s, the outlook for positive change in public education is uncertain unless fairly radical approaches are employed. Wong also analyzes four allocative reform models, two based on the assumption that existing political structures are unlikely to change and two that seek to empower actors at the school level. The two models for systemwide restructuring, aimed at intergovernmental coordination and/or integrated governance, would seek to clarify responsibilities for public education among federal, state, and local authorities-above all, integrating political and educational accountability. The other two models identified by Wong shift control from state and district to the school, one based on local leadership and the other based on market forces. In discussing the guiding principles of the four models, Wong takes care to identify both the potential and limitations of each. Written with a broad policy audience in mind, Wong's book should appeal to professionals interested in the politics of educational reform and to teachers of courses dealing with educational policy and administration and intergovernmental relations.
