scholarly journals William Frantz Public School: One School, One Century, Many Stories

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Connie Lynn Schaffer ◽  
Corine Meredith Brown ◽  
Meg White ◽  
Martha Graham Viator
Keyword(s):  
United States ◽  
Public School ◽  
Public Education ◽  
Charter Schools ◽  
New Orleans ◽  
Significant Role ◽  
Urban Areas ◽  
Black Student ◽  
The United States ◽  
K 12

William Frantz Public School (WFPS) in New Orleans, Louisiana, played a significant role in the story of desegregation in public K-12 education in the United States. This story began in 1960 when first-grader, Ruby Bridges, surrounded by federal marshals, climbed the steps to enroll as the school’s first Black student. Yet many subsequent stories unfolded within WFPS and offer an opportunity to open the discourse regarding systemic questions facing present-day United States public education - racial integration, accountability, and increasing support for charter schools. In this article, these stories are told first in the context of WFPS and then are connected to parallels found in other schools in New Orleans as well as other urban areas in the United States.

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.

scholarly journals Ethnic Segregation in Arizona Charter Schools

1999 ◽  
Vol 7 ◽  
pp. 1 ◽  
Author(s):  
Casey D. Cobb ◽  
Gene V Glass
Keyword(s):  
United States ◽  
Public Schools ◽  
Public School ◽  
Charter Schools ◽  
The United States ◽  
Ethnic Segregation ◽  
Ethnic Stratification ◽  
Traditional Public Schools ◽  
Traditional Public School ◽  
Populated Region

Among the criticisms of charter schools is their potential to further stratify schools along ethnic and class lines. This study addressed whether Arizona charter schools are more ethnically segregated than traditional public schools. In 1996-97, Arizona had nearly one in four of all charter schools in the United States. The analysis involved a series of comparisons between the ethnic compositions of adjacent charter and public schools in Arizona's most populated region and its rural towns. This methodology differed from the approach of many evaluations of charter schools and ethnic stratification in that it incorporated the use of geographic maps to compare schools' ethnic make-ups. The ethnic compositions of 55 urban and 57 rural charter schools were inspected relative to their traditional public school neighbors.

scholarly journals Education privatization in the United States: Increasing saturation and segregation

2019 ◽  
Vol 27 ◽  
pp. 129
Author(s):  
Frank Adamson ◽  
Meredith Galloway
Keyword(s):  
United States ◽  
Charter Schools ◽  
Students Of Color ◽  
Urban Areas ◽  
Local Level ◽  
The United States ◽  
Special Education Students ◽  
Washington Dc ◽  
Predominant Type ◽  
The Us

This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.

scholarly journals How Mexican Americans Achieve Equality in K-12 Education in the United States

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Li Liu
Keyword(s):  
United States ◽  
Public Education ◽  
20Th Century ◽  
Education System ◽  
Mexican Americans ◽  
The United States ◽  
Social Activities ◽  
Public Education System ◽  
Education Equality ◽  
K 12

This article examined how Mexican Americans in the United States fought for their education equality in the K-12 public education system in the 20th century. Mexican Americas who suffered from segregated education and exclusion from administration at the beginning of last century launched legal battles, acquired administrative power and teaching positions, and conducted social activities. Their fighting enabled them to access unsegregated K-12 education. Although inequality still exists in the education system, the Mexican Americans爷endeavor for education equality is unwavering.

scholarly journals Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences

2019 ◽  
Vol 14 (4) ◽  
Author(s):  
Brenton Cyriel Faubert ◽  
Anh Thi Hoai Le ◽  
Donna Swapp ◽  
Georges Wakim ◽  
Kaitlyn Watson
Keyword(s):  
United States ◽  
Decision Making ◽  
Public Education ◽  
Significant Influence ◽  
The United States ◽  
Evidence Based ◽  
Educational Context ◽  
Academic Literature ◽  
Rigorous Approach ◽  
K 12

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K–12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy(values) and leaders’ decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion.

Introduction

2021 ◽  
pp. 1-16
Author(s):  
Kathleen Wellman
Keyword(s):  
United States ◽  
Public School ◽  
Intelligent Design ◽  
Christian Schools ◽  
The United States ◽  
School Science ◽  
Historical Narrative ◽  
The World ◽  
Science Curricula ◽  
K 12

This introduction insists that history matters. What if current divisions in America rest, in part, on a fundamental divergence in the understanding of our history? The chapter proposes that the three most prominent Christian curricula have played a role through the historical narrative they promoted for K-12 education since the early 1970s. They became more widespread in different forms of alternative schooling from Christian schools to voucher programs, and homeschooling. Their narrative has been significant in defining Americans’ understanding of the world and its history and exposes the efficacy of the alliance among certain religious interests, conservative legislators, school boards, and various corporate interests in reshaping education in the United States. The campaign for a “Christian right history” is analogous to the successful advocacy for “intelligent design” in public school science curricula. Many conservative institutions support both the inclusion of politically conservative and Christian content into school curricula.

An Evolving Residential Landscape in Post-Katrina New Orleans

2012 ◽  
Vol 3 (4) ◽  
pp. 1-19 ◽  
Author(s):  
John Byron Strait ◽  
Gang Gong
Keyword(s):  
United States ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Residential Segregation ◽  
Ethnic Diversity ◽  
Urban Areas ◽  
The United States ◽  
Two Dimensions ◽  
Compositional Change ◽  
Residential Landscapes

Residential landscapes across the United States have been significantly altered in recent years by the increased racial and ethnic diversity evident within urban areas. In New Orleans, Louisiana, residential landscapes were particularly impacted by the disruptive influences associated with Hurricane Katrina, a storm that ultimately transformed the demographic make-up of this urban area. This research investigates the impacts that increased diversity has had on the levels of residential segregation among racial and/or ethnic groups in New Orleans from 2000 to 2010. Empirical analysis entailed the measurement of two dimensions of segregation evident among Non-Hispanic whites, African-Americans, Hispanics and Asians. Measures of residential exposure were decomposed in order to investigate the relative impacts of metropolitan-wide compositional change and intra-urban redistributive change on segregation among the four groups. During the 2000s, New Orleans exhibited very modest forms of residential integration. Results suggest that Non-Hispanic whites, Asians, and Hispanics exhibited some degree of “ethnic (or racial) self-selectivity” that functioned to concentrate these groups residentially, although these forces were partially overwhelmed by other forces operating at both the neighborhood and metropolitan scales. The evidence further suggests that the residential experiences among minorities were strongly impacted by the redistributive behavior of whites.

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.

The Development of Education in the United States

2021 ◽  
pp. 24-49
Keyword(s):  
United States ◽  
Public Education ◽  
21St Century ◽  
Teaching And Learning ◽  
The United States ◽  
Public Schooling ◽  
History Curriculum ◽  
Religious Dogma ◽  
K 12 ◽  
Curriculum Organization

This chapter is an effort to understand the progression of K-12 public schooling within the United States so that we may then recognize how we will proceed in the digital expansion of this education system going forward into the 21st century. Discourse will address the philosophy, history, curriculum, organization, and responsibility of educators from the late 1700s to the present. Though often rooted in scientific findings or religious dogma, the day-to-day enactment of teaching and learning by educators and students involves continual re-imagining and pragmatic re-configuring to address the challenges of teaching and learning. Understanding the purpose of K-12 public education in the United States within the 21st century model involves the discovery and compilation of several different education interpretations and viewpoints. To understand where the direction of this particular nation's model, it is necessary to understand the direction from where it has come and how past events shaped the present education systems.

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