Grading Across Schools

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Valentino Dardanoni ◽  
Salvatore Modica ◽  
Aline Pennsi
Keyword(s):  
School System ◽  
Comprehensive School ◽  
The Usa ◽  
Grading Standards

Abstract This paper reports some facts about grading standards across a varied sample of 16 countries participating in the 2003 OCSE-PISA Survey. Our main finding is that in all countries except Ireland and the USA there is conspicuous heterogeneity in standards across schools (Table 3, Figures 1 & 2). In most of the countries where heterogeneity is present a grading-on-a-curve practice emerges, with grading standards increasing with average competence of the school's students (Table 4, Figures 3 & 4). Where this phenomenon is more pronounced, it may be related to existence of a tracking (as opposed to comprehensive) school system (Table 5, Figure 5).

Redesigning Urban Districts in the USA: Mayoral Accountability and the Diverse Provider Model

2011 ◽  
Vol 39 (4) ◽  
pp. 486-500 ◽  
Author(s):  
Kenneth K. Wong
Keyword(s):  
New York ◽  
Public Schools ◽  
School Board ◽  
School System ◽  
Non Profit ◽  
Teachers Union ◽  
For Profit ◽  
Urban Districts ◽  
Big City ◽  
The Usa

In response to public pressure, urban districts in the USA have initiated reforms that aim at redrawing the boundaries between the school system and other major local institutions. More specifically, this article focuses on two emerging reform strategies. We will examine an emerging model of governance that enables big-city mayors to establish authority over the school system, a significant departure from the dominant practice of district governance under an independently elected school board. Mayors in New York, Chicago, Boston and Washington DC, among others, have taken control over the school system with the authority to appoint the school board and/or the superintendent. Further, this article examines a reform strategy that allows for a closer working partnership between public schools and outside providers. This ‘diverse provider’ strategy significantly shifts power from traditionally powerful stakeholders (such as organized teachers’ union) by enabling non-profit and for-profit organizations to manage schools and other services. To illustrate the design and implementation of this type of reform, we will discuss the experience in Chicago (a mayor-led district) and Philadelphia (a district jointly governed by the governor and the mayor). In short, mayoral accountability and the diverse provider model constitute the latest reconfigurations in urban school governance in the USA.

The Locked Cage

2021 ◽  
pp. 162-174
Author(s):  
Kenya Johns ◽  
Natasha Barnes
Keyword(s):  
School System ◽  
Mass Incarceration ◽  
Traumatic Experiences ◽  
Academic Environment ◽  
It Impacts ◽  
The Family ◽  
Negative Effect ◽  
The Usa ◽  
The Impact

This chapter aims to discuss the on-going problems of mass incarceration within the USA and the impact it has on the family and the school system. Mass incarceration is a societal concern because it impacts those that are incarcerated and the families that they leave behind outside the cage. Those that are parents and are incarcerated not only have to deal with their decisions, their children do as well. It is estimated that more than 1.7 million children within the USA have experienced a parent or caregiver being incarcerated. Incarceration can have a negative effect on the students development within the classroom, leading to long-term traumatic experiences and negative behavioral, emotional academic performances within the classroom. This chapter explores the impact it has on the students and academic environment while provide tools to best support these students and families.

Classroom Struggle? Market Oriented Education Reforms and their Impact on the Teacher Labour Process

1996 ◽  
Vol 10 (4) ◽  
pp. 641-661 ◽  
Author(s):  
Jackie Sinclair ◽  
Mike Ironside ◽  
Roger Seifert
Keyword(s):  
Education Reform ◽  
School System ◽  
Reform Process ◽  
Education Reforms ◽  
State School ◽  
Labour Process ◽  
Work Intensification ◽  
The Usa ◽  
The Impact ◽  
Labour Flexibility

The reforms introduced through the Education Reform Act 1988 have brought about a radical redistribution of authority in the school system. The reform process includes the introduction of competitive markets, the erosion of the democratic structures that previously underpinned the state school sector, and the centralization of power over both funding and educational issues. This article examines the impact of these changes on the teacher labour process, drawing from recent research in schools in England and from earlier research on schools in the USA. Teacher labour is being transformed in several ways; reduced autonomy, deskilling, work intensification, and increased labour flexibility are identified. Some consideration is given to teacher responses, noting the importance of trade union responses for this traditionally highly organised group of employees.

Sign in / Sign up

Export Citation Format

Share Document