The Political Dynamics Of School Choice
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| Author | : L. Fusarelli |
| Publisher | : Springer |
| Total Pages | : 229 |
| Release | : 2003-05-15 |
| Genre | : Education |
| ISBN | : 1403973741 |
Lance D. Fusarelli examines the relationship between the charter school and voucher issues: To what degree does political support for charter schools - from a coalition of teacher associations, school board groups, superintendents, and voucher advocates - slow or even stop the forces for vouchers? Or, do these coalitions, which successfully pushed charter school legislation through the legislature, actually fuel the fires of privatization? Charter schools legislation has enjoyed bipartisan support precisely because the threat of vouchers is so great. And, contrary to the strategy of voucher opponents, the spread of charter school increases, rather than alleviates, the push for vouchers.
| Author | : Frederick M. Wirt |
| Publisher | : McCutchan Publishing Corporation |
| Total Pages | : 394 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : 9780821122815 |
| Author | : Elizabeth Todd-Breland |
| Publisher | : UNC Press Books |
| Total Pages | : 343 |
| Release | : 2018-10-03 |
| Genre | : Education |
| ISBN | : 1469646595 |
In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.
| Author | : Douglas N. Harris |
| Publisher | : University of Chicago Press |
| Total Pages | : 320 |
| Release | : 2020-07-15 |
| Genre | : Education |
| ISBN | : 022669478X |
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
| Author | : Hannu Simola |
| Publisher | : Routledge |
| Total Pages | : 0 |
| Release | : 2024-10-14 |
| Genre | : Education |
| ISBN | : 9781032929743 |
In the field of comparative education without a strong theory-driven approach it is hard to go beyond merely listing the similarities and differences that make it possible to create countless rankings, but reveals little about specific and shared developmental processes between education systems. This book introduces a new theoretical framework
| Author | : John E. Chubb |
| Publisher | : Brookings Institution Press |
| Total Pages | : 337 |
| Release | : 2011-09-01 |
| Genre | : Political Science |
| ISBN | : 0815717261 |
During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.
| Author | : Wu Xiaoxin |
| Publisher | : Routledge |
| Total Pages | : 195 |
| Release | : 2013-10-15 |
| Genre | : Education |
| ISBN | : 1134675941 |
School Choice in China explores the major characteristics of schooling options in China, highlighting how largely middle-class parents exploit their cultural, economic and social capital for their children's admission into choice schools. It highlights how payments such as choice fees, donations, prize-winning certificates and awards, as well as the use of guanxi, result in Chinese school choice as a parent-driven, bottom-up movement. The author also explores how schools and local governments cash in on the school choice fever in order to obtain significant economic returns, leading to policies that accommodate the needs of mostly middle-class families. He argues that although this system seems to create winners among the parties involved, it exacerbates the educational inequality that already exists in Chinese society. Chapters include: Positional competition for cultural capital Exploitation of social capital Economics of school choice Class reproduction through parental choice This book is not simply a detailed analysis of Chinese school choice practices, but also a study of the competitive middle class search for advantage for their children. As such it will be beneficial to undergraduates, postgraduates, education professionals, policy makers, and anyone with an interest in education, sociology, social policy, and the rise and future of China.
| Author | : |
| Publisher | : BRILL |
| Total Pages | : 297 |
| Release | : 2015-01-01 |
| Genre | : Education |
| ISBN | : 9463002626 |
This book aims to enhance understanding of school choice as a supra-national travelling policy, explored in two strikingly different societies: Latin American Chile and North European Finland. Chile was among the first countries to implement school choice as a policy, which it did comprehensively in the early 1980s through the creation of a market environment. Finland introduced parental choice of a school on a very moderate scale and without the market elements in the mid-1990s. Predominant aspects of Chilean basic schooling include provision by for-profit and non-profit private and municipal organisations, voucher system, parental co-payment and ranking lists. Finland persists in keeping education under public-authority governance and free-of-charge, and in prohibiting profit making and rankings. The wide range of sociologists of education contributing to this book offer novel analyses and perspectives on the operation of school choice in Chile, the trailblazer, and Finland, the ‘European PISA leader’. Agnès van Zanten’s description of how school choice operates as a major dimension of social reproduction sets the scene. After that, Chilean and Finnish authors explore how the policy is displayed and used explicitly for very different societal purposes, although implicitly following similar patterns in the two countries with their histories, politics and cultures. Empirically the focus is on how families view and act on school choice. The research material includes large surveys, interviews and ethnographic data gathered in urban Chile and Finland. Capitalising on the concept of dynamics, the book concludes with some insights into how this globally travelling education policy has materialised in two apparently dissimilar societies and their localities.
| Author | : Diana E. Hess |
| Publisher | : Routledge |
| Total Pages | : 289 |
| Release | : 2014-11-13 |
| Genre | : Education |
| ISBN | : 1317575024 |
WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.
| Author | : Heath Brown |
| Publisher | : Columbia University Press |
| Total Pages | : 241 |
| Release | : 2021-01-12 |
| Genre | : Political Science |
| ISBN | : 023154801X |
For four decades, the number of conservative parents who homeschool their children has risen. But unlike others who teach at home, conservative homeschool families and organizations have amassed an army of living-room educators ready to defend their right to instruct their children as they wish, free from government intrusion. Through intensive but often hidden organizing, homeschoolers have struck fear into state legislators, laying the foundations for Republican electoral success. In Homeschooling the Right, the political scientist Heath Brown provides a novel analysis of the homeschooling movement and its central role in conservative efforts to shrink the public sector. He traces the aftereffects of the passage of state homeschool policies in the 1980s and the results of ongoing conservative education activism on the broader political landscape, including the campaigns of George W. Bush and the rise of the Tea Party. Brown finds that by opting out of public education services in favor of at-home provision, homeschoolers have furthered conservative goals of reducing the size and influence of government. He applies the theory of policy feedback—how public-policy choices determine subsequent politics—to demonstrate the effects of educational activism for other conservative goals such as gun rights, which are similarly framed as matters of liberty and freedom. Drawing on decades of county data, dozens of original interviews, and original archives of formal and informal homeschool organizations, this book is a groundbreaking investigation of the politics of the conservative homeschooling movement.
