School Reform and the Maturing of Online Learning

2011 ◽  
pp. 1828-1835
Author(s):  
David B. Glick
Keyword(s):  
Online Learning ◽  
School Choice ◽  
School Reform ◽  
Standardized Tests ◽  
School Type ◽  
National State ◽  
Rigorous Evaluation ◽  
Grade Levels ◽  
Curriculum Instruction ◽  
Local Levels

been underway that has led to new standards, new choices for students, and new forms of accountability. In the last few years, online learning has become a significant factor in this school reform and school choice landscape, and its influence is growing fast (Edwards, Chronister, & Bushweller, 2002). Standards, school choice, and accountability are three facets of school reform that are inextricably linked together. The logic goes something like this: start by defining what students should know and be able to do at various grade levels. These learner expectations have gone by several names, most of which have developed political connotations that flavor our perceptions: outcomes, objectives, or standards. For the purposes of this article, I will use the currently favored term “standards.” After standards are established at the national, state, or local levels, choices can be created that allow students to achieve these standards in a way that is most suitable for them. This has led to a large increase in options for students in curriculum, instruction, and school type. The increase in choices has in turn led to the need for greater accountability. More rigorous evaluation needs for students, teachers, and schools have led to new forms of assessment, more standardized tests, and greater scrutiny of schools (Elmore, 2000).

Online Learning in the School Reform Movement

2011 ◽  
pp. 1375-1381
Author(s):  
David B. Glick
Keyword(s):  
Online Learning ◽  
School Choice ◽  
School Reform ◽  
Reform Movement

Since the early 1980s a school reform movement has been underway that has led to new standards, new choices for students, and new forms of accountability. In the last few years, online learning has become a significant factor in this school reform and school choice landscape, and its influence is expected to continue to grow (Edwards, Chronister & Bushweller, 2002).

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

Resegregation

2017 ◽  
Author(s):  
Pamela Grundy
Keyword(s):  
High Schools ◽  
School Choice ◽  
Inner City ◽  
Standardized Tests ◽  
Teacher Turnover ◽  
Drug Trade ◽  
High Poverty ◽  
Social Fabric ◽  
School Rankings ◽  
City Schools

Shows how the end of busing and the advent of school choice sparked widespread resegregation, particularly in inner-city neighborhoods and outer-ring suburbs. Describes the effects of resegregation on West Charlotte, which was left with a high-poverty population of often-transient students as well as high levels of teacher turnover. Explores the fraying social fabric and the rise of the drug trade in the neighborhoods around the school, and the efforts of teachers, families and students to overcome the resulting challenges. Describes the way West Charlotte students contended with the increasingly harsh judgments directed at inner-city schools, in part because of a new emphasis on school rankings based on standardized tests, and in part because a resurgence of negative racial stereotypes focused on inner-city African Americans. Covers the Leandro lawsuit, in which a federal judge termed the education at Charlotte's high-poverty high schools "academic genocide."

School Reform and School Choice

2021 ◽  
pp. 120-147
Author(s):  
Adrienne D. Dixson ◽  
Camika Royal ◽  
Kevin Lawrence Henry
Keyword(s):  
School Choice ◽  
School Reform

scholarly journals An Analysis of the Features of Words That Influence Vocabulary Difficulty

2019 ◽  
Vol 9 (1) ◽  
pp. 8 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Judith A. Scott ◽  
Ruben Castaneda ◽  
Alexandra Spichtig
Keyword(s):  
English Learners ◽  
Age Of Acquisition ◽  
Vocabulary Knowledge ◽  
Fifth Grade ◽  
Content Areas ◽  
Fifth Grade Students ◽  
Grade Levels ◽  
Part Of Speech ◽  
Curriculum Instruction ◽  
Word Location

The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and population considered. In the first study, an assessment of words that can be expected to appear with at least moderate frequency at particular levels of text was administered to students in grades 2 through 12. The second study considered the responses of fourth- and fifth-grade students, including English learners, to words that teachers had identified as challenging for those grade levels. The effects of the same set of word features on students’ vocabulary knowledge were examined in both studies: predicted appearances of a word and its immediate morphological family members, number of letters and syllables, dispersion across content areas, polysemy, part of speech, age of acquisition, and concreteness. The data consisted of the proportion of students who answered an item correctly. In the first study, frequency of a word’s appearance in written English and age of acquisition predicted students’ performances. In the second study, age of acquisition was again critical but so too were word length, number of syllables, and concreteness. Word location (which was confounded by word frequency) also proved to be a predictor of performance. Findings are discussed in relation to how they can inform curriculum, instruction, and research.

Choosing Equality: School Choice, the Constitution, and Civil Society. By Joseph P. Viteritti. Washington, DC: Brookings, 1999. 284p. $29.95.

2001 ◽  
Vol 95 (1) ◽  
pp. 224-225
Author(s):  
Jerome J. Hanus
Keyword(s):  
Public Policy ◽  
Civil Society ◽  
School Choice ◽  
Standardized Tests ◽  
Washington Dc ◽  
Nonpublic Schools ◽  
The Subject

The contours of the school choice debate are by now familiar to public policy students, but a lack of agreement about the appropriate weights to be given to the variables affecting the subject continues to splinter their ranks. On the surface, there appears to be a consensus that the latest scores on standardized tests will resolve the uncertainty as to which type of education, public or private, is most effective, but a dip into the literature quickly dispels any such hope. The only thing clear is that nonpublic schools, even with one financial hand tied behind them, do not perform any more poorly than public ones. Consequently, Viteritti wisely gives short shrift to the byzantine methodological distinctions made by re- searchers and, instead, focuses on the normative questions.

Promises, Promises: Advertising Directors Look at Questionable Political Claims

1994 ◽  
Vol 15 (1) ◽  
pp. 82-90
Author(s):  
Billy I. Ross ◽  
Alan Fletcher ◽  
John C. Schweitzer
Keyword(s):  
Political Advertising ◽  
National State ◽  
Daily Newspapers ◽  
State And Local ◽  
Local Levels ◽  
Public Criticism

Amidst growing public criticism of political advertising at national, state and local levels, directors of advertising in 73 daily newspapers reflect concern for acceptability of current political advertising in newspapers.

Parent Involvement and School Responsiveness: Facilitating the Home–School Connection in Schools of Choice

1995 ◽  
Vol 17 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Patricia A. Bauch ◽  
Ellen B. Goldring
Keyword(s):  
Parent Involvement ◽  
School Choice ◽  
Home School ◽  
School Type ◽  
Schools Of Choice ◽  
Children's Education ◽  
School Connection ◽  
Different Types ◽  
Children’S Education

School choice advocates maintain that parents who choose their schools will be involved. This study asks: (a) What are the characteristics of families who prefer different types of choice arrangements and what are their reasons for choosing? (b) How are parents involved in their children’s education under different types of choice arrangements? (c) How do schools respond to parents under different types of choice arrangements? Findings reveal that religion, income, and ethnicity are important in understanding parents’ reasons for school choice and that school type is a major factor in understanding the relationships between parent involvement and school responsiveness.

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