The Extent and Impact of Educational Policy Bargaining

ILR Review ◽  
1986 ◽  
Vol 39 (3) ◽  
pp. 350-360 ◽  
Author(s):  
Steven M. Goldschmidt ◽  
Leland E. Stuart
Keyword(s):  
Public Education ◽  
School Districts ◽  
Educational Policy ◽  
Working Conditions ◽  
National Sample ◽  
Public School Districts ◽  
Student Placement ◽  
Teacher Organizations ◽  
Policy Content ◽  
Teacher Placement

The authors examine a national sample of 80 collective bargaining agreements negotiated in 1981–82 by teacher organizations and school boards in large U.S. public school districts to determine how great was the educational policy content of those agreements. They find that educational policy provisions, defined as those that affect educational programs more than teachers' working conditions, are far more extensive than previous studies suggest. Of the contracts sampled, 46 percent are found to contain provisions regulating the curriculum; 59 percent, provisions regulating student placement; and 96 percent, provisions regulating teacher placement. The authors conclude that this extensive policy bargaining has reduced the capacity of many school districts to respond to changing expectations for public education.

scholarly journals Introducing a Market Element into the Funding Mechanism of Public Education in British Columbia: A critical policy analysis of the School Amendment Act, 2002

2010 ◽  
Vol 44 (2) ◽  
pp. 143-162 ◽  
Author(s):  
Gerald Fallon ◽  
Jerald Paquette
Keyword(s):  
British Columbia ◽  
Public Education ◽  
School District ◽  
School Districts ◽  
Public School Districts ◽  
Policy Study ◽  
Critical Policy Analysis ◽  
For Profit ◽  
Funding Mechanism ◽  
Critical Policy

Abstract This policy study explores origins of part 6.1 of Bill 34 (School Amendment Act, 2002) and its impacts on the institutional behaviour of two public school districts in British Columbia. Part 6.1 permits school districts to raise funds through for-profit school district business companies (SDBC). The analysis found several consequences of the policy: lack of accountability of SDBCs, increased fiscal inequity among school districts, and greater responsiveness of school districts to the needs of a globally rather than locally situated community of students.

Organizing and Managing for Excellence and Equity: The Work and Dilemmas of Instructionally Focused Education Systems

2019 ◽  
Vol 33 (6) ◽  
pp. 812-845 ◽  
Author(s):  
Donald J. Peurach ◽  
Maxwell M. Yurkofsky ◽  
Daniella Hall Sutherland
Keyword(s):  
Public School ◽  
Public Education ◽  
School Districts ◽  
Public School Districts ◽  
Improve Quality ◽  
Education Systems ◽  
Central Offices

A sustained policy press to improve quality and reduce disparities in public education is driving U.S. public school districts to organize and manage instruction for excellence and equity. The purpose of this analysis is to elaborate and to animate patterns and dilemmas in this work. The analysis identifies five domains of work central to this transformation, four patterns in the distribution of this work among central offices and schools, and four dilemmas endemic to the work. It then uses the preceding to frame vignettes of that work and those dilemmas as playing out in four different public school districts.

The Growth of Local Education Transfers

2017 ◽  
Vol 46 (6) ◽  
pp. 1002-1023 ◽  
Author(s):  
Ryan M. Gallagher ◽  
Joseph J. Persky ◽  
Haydar Kurban
Keyword(s):  
Public Education ◽  
School Districts ◽  
Elderly Population ◽  
Local Property ◽  
National Sample ◽  
School Age Children ◽  
Property Taxes ◽  
School Students ◽  
Suburban School Districts ◽  
Public School Students

We argue that previous research studying the relationship between a growing elderly population and local support for public education has overlooked a key component to public education finance: redistribution payments made by older households. A fuller accounting of these payments indicates that a growing elderly population might very well prove to be a boon to local public school students not a burden as has been previously suggested. Beginning with a national sample of suburban school districts, this article shows that a higher elderly to student ratio within a district actually increases per-student revenues, even after accounting for the downward pressure that older households place on tax rates. We then explore a specific channel through which elderly households redistribute resources to school-age children: local property taxes. Focusing on Chicago-area suburban school districts, we show that a rise in a community’s elderly to student ratio actually increases the level of per-student property tax redistribution that occurs.

scholarly journals The Rise of School-Supporting Nonprofits

2014 ◽  
Vol 9 (4) ◽  
pp. 541-566 ◽  
Author(s):  
Ashlyn Aiko Nelson ◽  
Beth Gazley
Keyword(s):  
Public Education ◽  
Panel Data ◽  
School Districts ◽  
Regression Models ◽  
Student Enrollment ◽  
Voluntary Contributions ◽  
Public Financing ◽  
The Public ◽  
Teacher Organizations ◽  
Distributional Consequences

This paper examines voluntary contributions to public education via charitable school foundations, booster clubs, parent teacher associations, and parent teacher organizations. We use panel data on school-supporting charities with national coverage from 1995 to 2010, which we geocode and match to school districts. We document the meteoric rise of school-supporting nonprofits during this panel, and then estimate a series of regression models to examine the distributional consequences of voluntary contributions. We find relatively large districts have higher probabilities of receiving revenues from a school-supporting nonprofit but the level of per-pupil voluntary contributions declines with student enrollment. In addition, we find school districts with higher endowments have higher probabilities of being served by at least one school-supporting nonprofit and higher levels of per-pupil contributions. Finally, we find no evidence that impressive recent growth in the number and financial size of these school-supporting charities relates to reductions in the public financing of schools.

Mobilizing public alternative schools for post-neoliberal futures: Legacies of critical hope in Philadelphia and Toronto

2018 ◽  
Vol 18 (1) ◽  
pp. 159-178
Author(s):  
Rhiannon M Maton ◽  
T Philip Nichols
Keyword(s):  
Public Education ◽  
School Districts ◽  
North America ◽  
Alternative Schools ◽  
School Governance ◽  
Public School Districts ◽  
The Past ◽  
Governance Models ◽  
Critical Hope ◽  
Historically Situated

Starting in the late 1960s, alternative schools were established in many public school districts across North America. These programs tended to embrace humanizing ideals and sought to center self-expression, creativity, and non-hierarchical values in school governance models. While alternative schools persist today, many now embrace a range of historically situated values—often layering market-based ideals onto the language and structures of their humanizing commitments. This article explores the historical entanglements of public alternative schools, humanizing pedagogies, and market-based ideals in the Philadelphia and Toronto contexts in order to consider what structures of the past might be of use in reimagining public education for the future. In so doing, we argue that such programs, when augmented by a commitment to critical hope, offer generative possibilities for reimagining and redefining schools for the post-neoliberal future.

PTAs, parent involvement, and the challenges of relying on private money to subsidize public education

2019 ◽  
Vol 100 (8) ◽  
pp. 42-46
Author(s):  
Brittany C. Murray
Keyword(s):  
Parent Involvement ◽  
Public Education ◽  
School Districts ◽  
Fund Raising ◽  
Public School Districts ◽  
Quality Of Education ◽  
Charitable Donations ◽  
External Resources ◽  
Private Money

Wealthy parents in public school districts across the country are engaged in elaborate fund-raising efforts to improve the quality of education in their children’s schools, giving them an advantage over families in schools without the same level of access to external resources. Through evaluating parent responses to district policies that address school charitable funding inequities, Brittany Murray sheds light on political challenges facing equity-minded school districts as they attempt to equalize parent charitable donations.

scholarly journals Reframing Public Educational Services and Programs as Tradable Commodities – A Synthesis and Critique of British Columbia’s Bill 34

2003 ◽  
Vol 13 (1) ◽  
Author(s):  
Gérald Fallon ◽  
Sonya Pancucci
Keyword(s):  
Public Education ◽  
School Districts ◽  
Critical Analysis ◽  
Public School Districts ◽  
Educational Institutions ◽  
Educational Services ◽  
Private Companies ◽  
Policy Makers ◽  
Set Up ◽  
Institutional Viability

This paper is a critical analysis of British Columbia’s controversial Part 6.1 of the School Amendment Act 2002 (Bill 34) as it relates to the reframing of public educational services and programs as a tradable commodity. It enables public school districts to incorporate private companies to set up offshore schools and to market educational services and programs locally, nationally, and internationally. Policy- makers introduced this Bill with the assumption that public educational institutions must compete with other “providers,” to sell their services and programs effectively in order to keep revenues at a healthy level to ensure their institutional viability and relevancy. This paper examines the goals, motives, and assumptions behind Bill 34, and, more specifically, the extent to which Part 6.1 of Bill 34 incorporates a market approach to public education as it commodifies public educational services and programs and creates competitive arrangements between public educational institutions.

scholarly journals In a State of Fragility: The Compromised Dignity of Communities, Indignation, and the Incapacitation of Public Education

2019 ◽  
Vol 2 (3) ◽  
pp. 1-24
Author(s):  
Agnes Krynski
Keyword(s):  
United States ◽  
Public School ◽  
Public Education ◽  
School Districts ◽  
Learning Communities ◽  
The United States ◽  
Public School Districts ◽  
Exclusionary Practices ◽  
Institutional Agency ◽  
Ethical Oversight

The dominant framing of the work of public school districts in the United States prevents schools from contesting the indignities they themselves or their neighbors suffer. This incapacitates teachers and learning communities to work toward the attainment of inclusive democracy and the contestation of exclusionary practices and policies. An institutionally-grown advocacy of connection that nurtures intercommunity solidarity can help us redefine the work communities do as they learn to think of themselves as being in connection with other groups in a web of affiliation and care. I suggest that public education take on an informal function of ethical oversight rooted in a strong sense of collective institutional agency. Through such agency schools can recognize and respect and help us work through past and present civic grievances while addressing economic and social realities that give rise to feelings of indignation.

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