Advancing Charter Schools

2019 ◽  
pp. 115-128
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High Schools ◽  
Young People ◽  
Charter Schools ◽  
Middle Schools ◽  
Advanced Placement ◽  
Upward Mobility ◽  
Disadvantaged Students ◽  
College Aspirations ◽  
Urban Populations ◽  
Sense Of Reality

This chapter studies the Advanced Placement (AP) program in charter schools. Because America's seven thousand charter schools primarily serve disadvantaged urban populations, and because the charter sector contains far more elementary and middle schools than high schools, AP has not loomed large there. Yet a handful of prominent charter networks beg to differ, for they have placed AP near the curricular center of their high schools and, sometimes, their middle schools. Unsurprisingly, the tightest embrace has come from networks that obsess about getting their graduates into colleges, especially competitive four-year colleges. For the most part, however, they also focus on poor and minority youngsters and thus can fairly be said to partake of the widening view that AP is no longer just for privileged kids. It is also a way to accustom disadvantaged students to challenging academic work, give them confidence that they can handle such work, incorporate college aspirations and possibilities into their own sense of reality, and, when successful, propel those young people forward with a nationally recognized credential attesting to their capacity to engage in heavy-duty academics and perhaps speeding their progress toward a valuable, marketable degree and the upward mobility that often follows.

Afterword

2017 ◽  
Author(s):  
Abigail Williams
Keyword(s):  
Eighteenth Century ◽  
Young People ◽  
Historical Figures ◽  
The World ◽  
Sense Of Reality ◽  
Domestic Culture ◽  
The Way

This chapter summarizes key themes and presents some final thoughts. This book offered a series of vignettes of reading lives and practices. It presented a cluster of historical figures and a range of historical books, and used them to try to reconstruct what literature has meant and what it has been used for. It showed that the way in which people used the books they read are closely bound up with other aspects of amateur, domestic culture. This book also showed that anxieties about forms of reading are not new. Eighteenth-century commentators worried about learning bought too easily and readers who could no longer engage with whole texts. Families encouraged reading together because they feared that young people were losing their sense of reality through their immersion in addictive imaginative fictions. The world of eighteenth-century reading was a very different land, but in some ways, perhaps not so far from our own as we like to think.

scholarly journals Incentives and the Supply of Effective Charter Schools

2019 ◽  
Vol 109 (7) ◽  
pp. 2568-2612 ◽  
Author(s):  
John D. Singleton
Keyword(s):  
Charter Schools ◽  
Charter School ◽  
Equilibrium Model ◽  
Low Cost ◽  
School Funding ◽  
Disadvantaged Students ◽  
Present Evidence ◽  
Funding Formula ◽  
Funding Policies

Charter school funding is typically set by formulas that provide the same amount for students regardless of advantage or need. I present evidence that this policy skews the distribution of students served by charters toward low-cost populations by influencing where charter schools open and whether they survive. To do this, I develop and estimate an equilibrium model of charter school supply and competition to evaluate the effects of funding policies that aim to correct these incentives. The results indicate that a cost-adjusted funding formula would increase the share of disadvantaged students in charter schools with little reduction in aggregate effectiveness. (JEL H75, I21, I22, I28)

Using Covariates to Improve Precision for Studies That Randomize Schools to Evaluate Educational Interventions

2007 ◽  
Vol 29 (1) ◽  
pp. 30-59 ◽  
Author(s):  
Howard S. Bloom ◽  
Lashawn Richburg-Hayes ◽  
Alison Rebeck Black
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
High Schools ◽  
School Districts ◽  
Middle Schools ◽  
Past Research ◽  
Educational Interventions ◽  
Urban School Districts ◽  
School Level ◽  
Baseline Covariates

This article examines how controlling statistically for baseline covariates, especially pretests, improves the precision of studies that randomize schools to measure the impacts of educational interventions on student achievement. Empirical findings from five urban school districts indicate that (1) pretests can reduce the number of randomized schools needed for a given level of precision to about half of what would be needed otherwise for elementary schools, one fifth for middle schools, and one tenth for high schools, and (2) school-level pretests are as effective in this regard as student-level pretests. Furthermore, the precision-enhancing power of pretests (3) declines only slightly as the number of years between the pretest and posttests increases; (4) improves only slightly with pretests for more than 1 baseline year; and (5) is substantial, even when the pretest differs from the posttest. The article compares these findings with past research and presents an approach for quantifying their uncertainty.

Methods to Decrease Attrition in Longitudinal Studies with Adolescents

2000 ◽  
Vol 87 (1) ◽  
pp. 139-140 ◽  
Author(s):  
Jennifer A. Epstein ◽  
Gilbert J. Botvin
Keyword(s):  
High Schools ◽  
Data Collection ◽  
Middle Schools ◽  
Longitudinal Studies ◽  
Junior High ◽  
Junior High Schools ◽  
School Based ◽  
Contact Information

A summary of methods to decrease attrition in longitudinal school-based studies conducted with adolescents beginning junior high schools or middle schools is presented. These include collection of contact information about students, additional days to collect data from absentee students, data collection in new high schools once students graduate from junior high schools or middle schools, sending questionnaires by mail, and conducting telephone or home interviews.

scholarly journals Identitet Og Litteraturhistorie

2012 ◽  
Vol 14 (1) ◽  
pp. 61-76
Author(s):  
Anne-Marie Mai
Keyword(s):  
High Schools ◽  
Young People ◽  
Cultural Values ◽  
Literary History ◽  
Linguistic Meaning ◽  
Historical Understanding ◽  
Literary Historiography ◽  
New Approaches ◽  
Literary Classics

ABSTRACT The paper discusses the need for a renewal of literary historiography and presents different strategies for new historical readings that can generate interest in older literature. Students at the Danish universities and high schools are supposed to have a solid knowledge of literary classics and the methods of historical reading. In a Danish context the school's task to form and develop young people have been linked to the experience of reading literature and knowing literary history. But the older literature seems to have become a compulsory reading which students want over with as quickly as possible. It is a big problem since the European postnational societies require a historical understanding of cultural values and the sources of these values. Literature gives the readers the opportunity to see and interpret themselves in relation to their surroundings, to meet the strange and unknown and to empathize with other people's thoughts and ideas. Literature creates a special feeling of language and an understanding of how linguistic meaning is formed. The paper presents discussions of literary historiography and new approaches to literary history.

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