U.S. Department of Education Offers Additional Guidance Related to NCLB and Charter Schools

This article examines charter schools applying a nonprofit conceptual frame of reference. The proliferation of charter schools is framed as a form of nonprofitization of public education. The implications of this trend are discussed. This discussion is contextualized through an examination of charter schools in New York. The case analysis is supported with data from the New York State Department of Education, the US Census Public Education Finance Report, and IRS Form 990 data. The findings suggest that there is mixed evidence for better school outcomes between charter schools and other public schools, while differences that do exist may be driven by socio-economic inequalities and other factors. This raises questions about the future of nonprofit schools and the degree to which they are accountable to traditional constituencies served by the public education system.

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Closure and the roles of student performance and enrollment characteristics: A survival analysis of charter schools in Ohio’s largest urban counties

Education Policy Analysis Archives ◽

10.14507/epaa.27.4568 ◽

2019 ◽

Vol 27 ◽

pp. 107

Author(s):

Elizabeth Anne Gilblom ◽

Hilla I. Sang

Keyword(s):

School Choice ◽

Charter Schools ◽

Predominantly White ◽

Student Performance ◽

Binary Logistic Regression ◽

Department Of Education ◽

Early Adopter ◽

School Choice Policy ◽

Poor Academic Performance ◽

Choice Policy

In this study, we seek to contribute to the literature on traditional charter school (TCS) closure by examining the potential relationships among racial and socioeconomic enrollment characteristics, TCS age and early adopter status, student achievement and the likelihood of closure within Ohio’s “Big 8” Urban Counties (OBEUC). Using life tables and binary logistic regression, we examined 3,204 TCS school years (424 TCS) in OBEUC from the arrival of TCS in 1998 through 2015 to assess these relationships. While the Ohio Department of Education (ODE) reports that poor academic performance is the second most cited reason for TCS closure, we find no evidence that student performance predicts TCS closure in OBEUC. However, we find that compared to TCS with integrated enrollments, TCS with predominantly White or Black enrollments face higher risks of closure in OBEUC, even when controlling for other factors. This lack of a connection between student performance and TCS closure calls into question the argument that TCS closure is evidence that the accountability function of school choice policy is working.

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Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders ◽

10.1044/nnsld22.3.106 ◽

2012 ◽

Vol 22 (3) ◽

pp. 106-118 ◽

Cited By ~ 3

Author(s):

Paula Denslow ◽

Jean Doster ◽

Kristin King ◽

Jennifer Rayman

Keyword(s):

Traumatic Brain Injury ◽

At Risk ◽

Brain Injury ◽

Educational Outcomes ◽

School Personnel ◽

Department Of Education ◽

Health Providers ◽

Accurate Identification ◽

Transition Intervention ◽

Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

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