Same Monster Different Mask: How Neoliberal Market Principles Changed Public Schools and Established White Domination of Public Education in New Orleans

2016 ◽  
pp. 117-131 ◽  
Author(s):  
Daniella Ann Cook
Keyword(s):  
Public Schools ◽  
Public Education ◽  
New Orleans

Washington View

2018 ◽  
Vol 99 (7) ◽  
pp. 74-75
Author(s):  
Maria Ferguson
Keyword(s):  
Puerto Rico ◽  
Public Schools ◽  
Public Education ◽  
Charter Schools ◽  
New Orleans ◽  
New Era ◽  
Voucher Program

Maria Ferguson looks at how public schools in Puerto Rico are faring since Hurricane Maria and considers what their future may look like as families have fled to the mainland. One option is to follow the lead of New Orleans after Katrina and launch charter schools and a voucher program, which would bring about a new era in public education for the island, but not necessarily a better one.

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

Whose money matters in public education: A “public” good that parents purchase

2021 ◽  
pp. 147821032110343
Author(s):  
Eunju Kang
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Local Governments ◽  
Positive Impact ◽  
New York State ◽  
Federal State ◽  
Education Funding ◽  
Funding Policy ◽  
State And Local

Instead of asking whether money matters, this paper questions whose money matters in public education. Previous literature on education funding uses an aggregate expenditure per pupil to measure the relationship between education funding and academic performance. Federalism creates mainly three levels of funding sources: federal, state, and local governments. Examining New York State school districts, most equitably funded across school districts among the 50 states, this paper shows that neither federal nor state funds are positively correlated with graduation rates. Only local revenues for school districts indicate a strong positive impact. Parents’ money matters. This finding contributes to a contentious discourse on education funding policy in the governments, courts, and academia with respect to education funding and inequality in American public schools.

scholarly journals Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic

2021 ◽  
pp. 69-79
Author(s):  
Juan Pablo Valenzuela ◽  
Simon Rodriguez
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Exclusion ◽  
Educational Trajectories ◽  
Education Service ◽  
Educational Foundation ◽  
Research In Education ◽  
The University

AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.

The State of Public Schools in Post-Katrina New Orleans

2013 ◽  
pp. 159-184 ◽  
Author(s):  
Baris Gumus-Dawes ◽  
Thomas Luce ◽  
Myron Orfield
Keyword(s):  
Public Schools ◽  
New Orleans ◽  
The State

“When I Was at School, I Played All Classical Music”

2018 ◽  
pp. 33-38
Author(s):  
Vic Hobson
Keyword(s):  
Public Schools ◽  
Music Education ◽  
New Orleans ◽  
Music Theory ◽  
Classical Music ◽  
Elementary Years

This chapter explores Armstrong’s education in music at Abijah Fisk School. He learned music theory using the tonic sol-fa system that was taught in all New Orleans public schools. He sang songs from the Eleanor Smith Manual of Music (book 1). The program of music education in New Orleans was entirely vocal: there were no instrumental lessons. The music in the elementary years was sung in unison without part singing.

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