Perspectives on School Choice: Somali Parents’ Experiences With Charter Schools in the United States

2021 ◽  
pp. 1-21
Author(s):  
Abdiqani Y. Farah ◽  
Glenn A. Bowen
Keyword(s):  
United States ◽  
School Choice ◽  
Charter Schools ◽  
The United States ◽  
Parents Experiences

Students with Disabilities and School Choice

2019 ◽  
Author(s):  
Robert Garda ◽  
Wendy Hensel ◽  
Paul O’Neill
Keyword(s):  
United States ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Students With Disabilities ◽  
The United States ◽  
Section 504 ◽  
Education Reforms ◽  
Schools Of Choice ◽  
Legal Challenges

School choice is one of the primary education reforms currently sweeping the United States. School choice systems create unique challenges for students with disabilities and schools of choice in serving such students. While there are a variety of school choice systems, this chapter focuses on three types of school choice models—charter schools, portfolio school districts, and voucher programs—and the unique policy and legal challenges they present for students with disabilities. Specifically, this chapter examines the interplay of these school choice reforms with the United States laws regarding students with disabilities: the Individuals with Education in Disabilities Act (IDEA), Section 504 of the Rehabilitation Act (Section 504), and Title II of the Americans with Disabilities Act (ADA). The challenges, barriers and problems are examined and solutions are proposed that consider both the laws regarding students with disabilities and the structures of the choice programs.

The current landscape of school choice in the United States

2021 ◽  
Vol 103 (1) ◽  
pp. 14-19
Author(s):  
Mark Berends
Keyword(s):  
United States ◽  
School Choice ◽  
Charter Schools ◽  
Large Scale ◽  
The United States ◽  
American Education ◽  
Policy Makers ◽  
Voucher Programs

Over the last 30 years, the school choice movement has been one of the most prominent large-scale reform efforts in American education. In recent years, charter schools and voucher programs, in particular, have been a focus of policy makers and philanthropists. Mark Berends presents an overview of these two models, their prevalence, and what research says about their effectiveness.

scholarly journals Charter schools: A U.S. case study and implications for Brazil

2020 ◽  
Vol 28 ◽  
pp. 38
Author(s):  
Paula Louzano ◽  
Lara Elena Ramos Simielli
Keyword(s):  
United States ◽  
School Choice ◽  
Charter Schools ◽  
The United States ◽  
After School Programs ◽  
After School ◽  
School Programs ◽  
Teacher Professional ◽  
Overall Performance

This article analyzes the case of school choice in the United States and its implications for the Brazilian context. This discussion is important to Brazil, given the fact that key actors are starting to advocate in favor of introducing charter schools and vouchers in the country. Evidence from countries that introduced this model can help shed some light on this debate. In this article, we will analyze the overall performance of school choice in the United States, especially charter schools, focusing on its implications on educational equity. The Brazilian educational system is highly unequal. Thus, if charter schools are not helping to enhance the overall quality and equity in the United States, it may not be a policy to be pursued in Brazil. In this scenario, focusing on the idea that school choice is the answer may divert the attention from systemic policies that can contribute to improve education such as high-quality early childhood education, increased education funding, after-school programs, and teacher professional development. 

scholarly journals Cracks in the Melting Pot: Immigration, School Choice, and Segregation

2012 ◽  
Vol 4 (3) ◽  
pp. 91-117 ◽  
Author(s):  
Elizabeth U Cascio ◽  
Ethan G Lewis
Keyword(s):  
United States ◽  
Public Schools ◽  
School Choice ◽  
Settlement Patterns ◽  
Comparison Group ◽  
The United States ◽  
Melting Pot ◽  
School Demographics ◽  
Skilled Immigration ◽  
Households With Children

We examine whether low-skilled immigration to the United States has contributed to immigrants' residential isolation by reducing native demand for public schools. We address endogeneity in school demographics using established Mexican settlement patterns in California and use a comparison group to account for immigration's broader effects. We estimate that between 1970 and 2000, the average California school district lost more than 14 non-Hispanic households with children to other districts in its metropolitan area for every 10 additional households enrolling low-English Hispanics in its public schools. By disproportionately isolating children, the native reaction to immigration may have longer-run consequences than previously thought. (JEL H75, I21, J15, J24, J61, R23)

Immigrant Students in the Trump Era: What We Know and Do Not Know

2017 ◽  
Vol 31 (6) ◽  
pp. 716-742 ◽  
Author(s):  
Chi Nguyen ◽  
Maraki Kebede
Keyword(s):  
United States ◽  
School Choice ◽  
Presidential Election ◽  
Rural Areas ◽  
Immigrant Students ◽  
Educational Experiences ◽  
The United States ◽  
Political Transition ◽  
Deferred Action ◽  
Political Divide

The 2016 U.S. presidential election marked a time of deep political divide for the nation and resulted in an administrative transition that represented a drastic shift in values and opinions on several matters, including immigration. This article explores the implications of this political transition for immigrants’ K-16 educational experiences during President Trump’s administration. We revisit literature on school choice and the Deferred Action for Childhood Arrivals (DACA)—two policy areas where the most significant changes are expected to occur—as it pertains to immigrant students in the United States. We identify areas where there is limited scholarship, such as the unique educational experiences of various minority immigrant subgroups, the interplay between race and immigration status, and immigrant students in rural areas. Recommendations are made for policy and research.

The Squandered Brilliance of Our Disposable Youth

2021 ◽  
pp. 35-109
Author(s):  
Jim Freeman
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Corporate America ◽  
Wall Street ◽  
Public School Systems ◽  
Communities Of Color ◽  
The Impact

This chapter addresses the education inequities in the United States, and distinguishes between “public schools” and “charter schools.” Though the chapter recognizes that this is itself controversial, and charter schools have taken to referring themselves as public schools, for the sake of clarity it is important to be able to distinguish between the two. While the charter schools' efforts have been primarily directed at Black and Brown communities thus far, the chapter unveils the school privatizers' ultimate targets, which are set much more broadly than that. It examines the impact of school privatization on public school systems and the harms caused by school privatization in communities of color. The chapter then takes a look at Corporate America and Wall Street, and analyses how they can always profit from new markets and expandable markets. Ultimately, it reveals how the ultra-wealthy maintain education inequities to ensure that there will be millions of poorly educated, low-skill individuals who are essentially forced to accept the low wages to survive.

Charter Schools in the United States: The Question of Autonomy

1995 ◽  
Vol 9 (4) ◽  
pp. 331-358 ◽  
Author(s):  
Priscilla Wohlstetter ◽  
Richard Wenning ◽  
Kerri L. Briggs
Keyword(s):  
United States ◽  
Charter Schools ◽  
The United States

scholarly journals Parents’ pandemic NICU experience in the United States: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ashlee J. Vance ◽  
Kathryn J. Malin ◽  
Jacquelyn Miller ◽  
Clayton J. Shuman ◽  
Tiffany A. Moore ◽  
...  
Keyword(s):  
United States ◽  
Emotional Distress ◽  
The United States ◽  
System Level ◽  
Free Text ◽  
Family Centered Care ◽  
Parental Presence ◽  
Centered Care ◽  
Family Centered ◽  
Parents Experiences

Abstract Background Prior to the COVID-19 pandemic, parents of infants in the Neonatal Intensive Care Unit (NICU) frequently reported high levels of stress, uncertainty, and decreased parenting confidence. Early research has demonstrated that parents have had less access to their infants in the hospital due to restrictions on parental presence secondary to the pandemic. It is unknown how parents have perceived their experiences in the NICU since the beginning of the COVID-19 pandemic. The purpose of this study was to describe the lived experience of parents who had an infant in the NICU in the context of the COVID-19 pandemic to inform healthcare providers and policy makers for future development of policies and care planning. Methods The study design was a qualitative description of the impact of the COVID-19 pandemic on parents’ experiences of having an infant in the NICU. Free-text responses to open-ended questions were collected as part of a multi-method study of parents’ experiences of the NICU during the first six months of the pandemic. Participants from the United States were recruited using social media platforms between the months of May and July of 2020. Data were analyzed using a reflexive thematic approach. Findings Free-text responses came from 169 parents from 38 different states in the United States. Three broad themes emerged from the analysis: (1) parents’ NICU experiences during the COVID-19 pandemic were emotionally isolating and overwhelming, (2) policy changes restricting parental presence created disruptions to the family unit and limited family-centered care, and (3) interactions with NICU providers intensified or alleviated emotional distress felt by parents. A unifying theme of experiences of emotional distress attributed to COVID-19 circumstances ran through all three themes. Conclusions Parents of infants in the NICU during the first six months of the COVID-19 pandemic experienced emotional struggles, feelings of isolation, lack of family-centered care, and deep disappointment with system-level decisions. Moving forward, parents need to be considered essential partners in the development of policies concerning care of and access to their infants.

A Historical and Political Look at the Modern School Choice Movement

2018 ◽  
Vol 27 (1) ◽  
pp. 2-21
Author(s):  
Stephanie R. Logan
Keyword(s):  
United States ◽  
Public Schools ◽  
School Choice ◽  
Religious Tradition ◽  
The United States ◽  
Access To Education ◽  
The Public ◽  
Common Schools ◽  
Modern School ◽  
Brown Decision

School choice in the United States can be traced back to the start of civil society when wealthy families selected a school based on educational philosophy, location, or religious tradition. As common schools emerged, larger portions of the population were able to gain access to education. However, many discovered that quality public schools were not a reality for all students. In response, some looked to school choices within and outside of the public school sector. This literature review chronicles school choice efforts to emerge following the 1954 Brown decision and highlights liberal and conservative political heritages of school choice in the United States.

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