scholarly journals New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110222
Author(s):  
Jin Lee
Keyword(s):  
Public Schools ◽  
Local Governments ◽  
Political Systems ◽  
Neighborhood Schools ◽  
Education Governance ◽  
Local Education ◽  
Regional Market ◽  
Open School ◽  
Neoliberal Policies ◽  
Political Foundations

Local education governance has allowed neighborhood schools to offer community-oriented curricula and activities, and public schools have been operated to serve only residents’ children within the defined areas. The rise of neoliberalism may, however, undermine political foundations of the traditional political systems. This article explores how self-governed local education authorities function and evolve under neoliberalism by revisiting core values in localism and neoliberalism. By looking into the voluntary open-enrollment policy in Ohio, this study finds that the local governments surrounded by dissimilar neighborhoods are more likely to depend on the mechanism of localism to protect local authorities and locational privileges. This research argues that neoliberal policies safeguard community interests by deeply engaging with interchanging resources across their borders in regional market environments.

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.

What Americans Want from Public Schools

2003 ◽  
Author(s):  
Jennifer L. Hochschild ◽  
Nathan Scovronick
Keyword(s):  
United States ◽  
Public Schools ◽  
Local Governments ◽  
American Dream ◽  
The United States ◽  
Benjamin Franklin ◽  
State Governments ◽  
European Welfare State ◽  
The Government ◽  
Main Activity

AMERICANS CONTINUE TO FOLLOW the advice of Benjamin Franklin in making “the proper education of youth” the most important American social policy. Public education uses more resources and involves more people than any other government program for social welfare. It is the main activity of local governments and the largest single expenditure of almost all state governments. Education is the American answer to the European welfare state, to massive waves of immigration, and to demands for the abolition of subordination based on race, class, or gender. Although public schools in the United States are expected to accomplish a lot for their students, underlying all of these tasks is the goal of creating the conditions needed for people to believe in and pursue the ideology of the American dream. Our understanding of the American dream is the common one, described by President Clinton this way: “The American dream that we were all raised on is a simple but powerful one—if you work hard and play by the rules you should be given a chance to go as far as your God-given ability will take you.” The dream is the unwritten promise that all residents of the United States have a reasonable chance to achieve success through their own efforts, talents, and hard work. Success is most often defined in material terms, but everyone gets to decide what it is for himself or herself. The first man to walk across Antarctica talks about this idea in the same way as people who make their first million: “The only limit to achievement,” he said, “is the limit you place on your own dreams. Let your vision be guided by hope, your path be adventurous, and the power of your thoughts be directed toward the betterment of tomorrow.” The American dream is a brilliant ideological invention, although, as we shall see, in practice it leaves much to be desired. Its power depends partly on the way it balances individual and collective responsibilities. The role of the government is to make the pursuit of success possible for everyone. This implies strict and complete nondiscrimination, universal education to provide the means for pursuing success, and protection for virtually all views of success, regardless of how many people endorse them.

China in Transition: The Political Foundations of Incremental Reform

1995 ◽  
Vol 144 ◽  
pp. 1105-1131 ◽  
Author(s):  
Steven M. Goldstein
Keyword(s):  
Mass Extinction ◽  
Systemic Reform ◽  
People’S Republic Of China ◽  
The Political ◽  
Political Systems ◽  
People's Republic Of China ◽  
Half Century ◽  
Republic Of China ◽  
Existing Structures ◽  
Political Foundations

As the People's Republic of China approaches a half century of existence, it seems to be an anomaly. Not only has it survived “the mass extinction of Leninist regimes,” it also continues along the path of reform. And this is despite the widely accepted assumption that Soviet-style systems are, by their very nature, incompatible with the assumptions of systemic reform - namely, the gradual and incremental transformation of economic and political systems by leaders who “use and build upon the existing structures of society.”

The Racial Composition of Neighborhoods and Local Schools: The Role of Diversity, Inequality, and School Choice

2018 ◽  
Vol 17 (3) ◽  
pp. 675-701 ◽  
Author(s):  
Kendra Bischoff ◽  
Laura Tach
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Spatial Data ◽  
School Attendance ◽  
Social Contexts ◽  
Racial Composition ◽  
Neighborhood Schools ◽  
Local Schools ◽  
Opt Out ◽  
The Social

In an education system that draws students from residentially based attendance zones, schools are local institutions that reflect the racial composition of their surrounding communities. However, with opportunities to opt out of the zoned public school system, the social and economic contexts of neighborhoods may affect the demographic link between neighborhoods and their public neighborhood schools. Using spatial data on school attendance zones, we estimate the associations between the racial composition of elementary schools and their local neighborhoods, and we investigate how neighborhood factors shape the loose or tight demographic coupling of these parallel social contexts. The results show that greater social distance among residents within neighborhoods, as well as the availability of educational exit options, results in neighborhood public schools that are less reflective of their surrounding communities. In addition, we show that suburban schools are more demographically similar to their neighborhood attendance zones than are urban schools.

The Shifting Landscape of Education Governance

2018 ◽  
Author(s):  
Jeffrey W. Snyder ◽  
Sarah Reckhow
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Public Funding ◽  
Local School ◽  
Education Governance ◽  
Cyber Schools ◽  
Private Money ◽  
Brick And Mortar ◽  
City State

In recent decades, education governance has seen many important shifts that influence how education services are provided to students. This chapter introduces three of the most pronounced changes. First, the formal actors responsible for education have shifted from an environment most centered on local school boards to one where city, state, and federal politicians have more responsibility and influence over education. Second, due to policies enabling vouchers, charter schools, and cyber schools, public funding for education is now distributed to a wider array of school types beyond traditional brick-and-mortar public schools. Third, the role of outside private money from philanthropies has increased over time, and the organizational form favored by these donors may be changing in ways that limit the amount of transparency required of these funders. Cumulatively, these changes have eroded the traditionally insulated and localized character of education governance, making education more similar to other areas of U.S. policymaking.

Virtual Networks

2011 ◽  
pp. 107-129
Author(s):  
Melody Bowdon
Keyword(s):  
Public Schools ◽  
Small Businesses ◽  
Local Governments ◽  
Technical Writing ◽  
Virtual Networks ◽  
Information Economy ◽  
Web Based ◽  
Writing Students ◽  
The Web

Today small businesses, public schools, local governments, universities, international conglomerates, and nonprofit agencies all feel the pressure to have informative and interactive presences on the Web. This new Web-based information economy has helped to significantly narrow the gap between the technical writing needs of profit and nonprofit workplaces. As local, regional, national, and international groups now compete for attention, business, and participation in the vast arena of the Internet, academic and workplace writers must develop theoretical and practical strategies for identifying and accommodating the varied needs of multiple organizations and audiences. Our technical writing students need to be cross-trained to face profit and nonprofit writing challenges, and our contact people in the community need to be aware of the benefits they can realize through working with students on major projects. In this chapter, I will offer some suggestions for making this collaboration work.

Remote Learning Responses to the COVID-19 Situation in Creating Collaborative Learning Environment: Cases from Nagasaki’s Public Schools

2021 ◽  
Author(s):  
Satoshi Ishida ◽  
Keyword(s):  
Public Schools ◽  
Collaborative Learning ◽  
Online Education ◽  
Learning Environment ◽  
Local Governments ◽  
Remote Island ◽  
Collaborative Learning Environment ◽  
Past Experiences ◽  
Nagasaki Prefecture ◽  
Remote Learning

Abstract This paper examines collaborative learning environment through remote learning in local government. While COVID-19 brought pedagogical and financial challenges to public schools that were already experiencing crises in the management of their educational programs, it also created new opportunities to strengthen relationships and create institutions that will bring out the resilience needed to bounce back stronger and better than before. Government-led approaches to introduce ICT into the educational environment have become even more important in the during the COVID-19 disaster, and in this crisis, public school education in remote areas, including remote island regions, is about to undergo a major transformation. In recent years, ICT environments have begun to be established in educational settings throughout the country. However, it is a fact that there is a large difference in the response to remote learning among local governments. On the other hand, some local governments in Nagasaki Prefecture have begun initiatives to collaborate with private companies and universities to enhance remote learning. In particular, in remote island areas, cross-border collaborative remote learning is being developed in a way that makes use of past experiences. These efforts are expected to meet the needs of the "new normal" under the COVID-19 situation and to be effectively used as "hubs for collaborative learning" that will become the standard in the future. This paper briefly explores the challenges and possibilities of how the promotion of remote learning can bring a ray of hope to the educational field of public schools, using the case of Nagasaki Prefecture, which includes remote island area. KEYWORDS: Remote Learning, Online Education, COVID-19, Collaborative Learning, Nagasaki

Winson and Dovie Hudson's Dream

1975 ◽  
Vol 45 (4) ◽  
pp. 417-450 ◽  
Author(s):  
Marian Wright Edelman
Keyword(s):  
Public Schools ◽  
Demographic Data ◽  
Black Children ◽  
Nixon Administration ◽  
The Political ◽  
Court Cases ◽  
Neighborhood Schools ◽  
The North ◽  
The Supreme Court ◽  
American Tradition

Desegregation of the nation's public schools was mandated by the Supreme Court twenty-one years ago, yet today it meets with continuing resistance. In this essay,the author asserts that the goal of desegregated education must remain uncompromised. She examines the progress in the South since Brown due to federal compliance efforts and looks at the political obstacles put in place by the Nixon Administration to halt that progress. Turning to the North, where desegregation may depend more on the possibility of metropolitan remedies, relevant demographic data, court cases, and their implications are discussed. Finally, the evidence offered about three commonly used arguments against desegregation—(1) that de facto segregation is beyond the purview of the courts, (2) that neighborhood schools are a sacrosanct American tradition, and (3) that busing endangers children—shows that these are myths rather than facts. Edelman concludes that if the nation wants to renege on busing or desegregation, it should be honest about what it is doing: denying black children equal protection of the laws.

scholarly journals Estimating Education Production Functions in Rural and Urban Areas

1976 ◽  
Vol 8 (2) ◽  
pp. 31-35 ◽  
Author(s):  
David L. Debertin
Keyword(s):  
Public Schools ◽  
Urban Areas ◽  
Local Governments ◽  
Local Level ◽  
Educational Process ◽  
Elementary And Secondary Education ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Educational Production ◽  
State And Local

Public elementary and secondary education represent the largest single expenditure by units of state and local governments. Nearly 30 percent of all tax dollars raised at the state and local level is spent for funding public elementary and secondary schools. The magnitude of expenditures for public education relative to other public goods makes questions concerning resource allocation for this service extremely important. It is not surprising that a great deal of attention has been directed toward determining if the educational process can be made more efficient.Politicians, school administrators and other decision-makers who deal with school finance problems in rural and urban areas face a key policy question concerning the educational production process: “Does the spending of additional tax dollars in local public schools necessarily insure increased scholastic achievement for all students?”

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