The Social and Political Geology of Charter Schools

2018 ◽  
pp. 113-136
Author(s):  
Peter W. Cookson ◽  
Kristina Berger
Keyword(s):  
Charter Schools ◽  
The Social

The Provision of Public Pre-K in the Absence of Centralized School Management

2019 ◽  
Vol 56 (6) ◽  
pp. 2439-2473
Author(s):  
Lindsay Bell Weixler ◽  
Jane Arnold Lincove ◽  
Alica Gerry
Keyword(s):  
Charter Schools ◽  
New Orleans ◽  
Test Performance ◽  
Financial Incentives ◽  
Qualitative Data ◽  
School Management ◽  
Social Goals ◽  
School Level ◽  
School Based ◽  
The Social

Using administrative and qualitative data, we investigate how decentralization affects the supply of optional educational services using the example of school-based prekindergarten (pre-K) in New Orleans during the transition to a majority-charter system. Although charter school leaders are motivated by student- and school-level benefits of pre-K, they face unique obstacles to funding classrooms. We find that the number of pre-K seats fell substantially as decision making and budgeting were decentralized. Charter schools that did offer pre-K experienced few internal benefits, on average, in terms of future enrollment or test performance, as pre-K graduates are highly mobile. This study provides initial evidence that decentralization without offsetting financial incentives can lead to reduced investments in programs that advance the social goals of education.

scholarly journals Explanatory Factors for the Uneven Implementation of Charter School Policy

2012 ◽  
Vol 27 (1) ◽  
pp. 153-172
Author(s):  
Lee Jeongho [John] ◽  
Jeong Jin Woo
Keyword(s):  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Ordinary Least Squares ◽  
School Policy ◽  
Least Squares Regression ◽  
Colorado School ◽  
Explanatory Factors ◽  
The Social ◽  
Charter School Policy

Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.

scholarly journals Odyssey of the mind: Social networking in a cyberschool

2012 ◽  
Vol 13 (3) ◽  
pp. 1
Author(s):  
Michael K Barbour ◽  
Cory Plough
Keyword(s):  
Charter Schools ◽  
Social Networking ◽  
Social Interactions ◽  
Online Programs ◽  
The Past ◽  
The Social ◽  
Cyber Charter School ◽  
Online Schools ◽  
K 12 ◽  
The Mind

K-12 online learning and cyber charter schools have grown at a tremendous rate over the past decade. At the same time, these online programs have struggled to provide the social spaces where students can interact that K-12 schools are traditionally able to provide. Social networking presents a unique opportunity to provide these kinds of social interactions in an online environment. In this article, we trace the development and use of social networking at one cyber charter school to extend the space for online instruction and provide opportunities for social interaction that online schools are often unable to provide.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Educational Ecosystems and Charter Policy Development in the United States

2016 ◽  
Vol 60 (4) ◽  
pp. 768-785
Author(s):  
Joseph B. Johnston
Keyword(s):  
Charter Schools ◽  
Policy Development ◽  
Metropolitan Areas ◽  
Social Geography ◽  
The United States ◽  
Theoretical Framework ◽  
Urban Systems ◽  
Urban District ◽  
The Social

Why have charter schools been embraced as an urban educational solution in many metropolitan areas, but not in others? I develop a theoretical framework whereby the “educational ecosystem” of metropolitan areas—formed through the social geography of school district boundaries and school integration plans—supplement existing perspectives, thereby aiding in the understanding of policy adoption variability. I provide an initial test to the theoretical framework through a case study of a metropolitan hub that continues to have no charter schools: Louisville, Kentucky. I demonstrate how Louisville’s particular urban educational ecosystem, which diverges from the overall national pattern of racially and socioeconomically isolated urban systems, transformed the perceptions of the urban district and shaped the battles over an otherwise nationally popular school reform.

scholarly journals Contending with school reform

Focaal ◽  
2018 ◽  
Vol 2018 (82) ◽  
pp. 94-108
Author(s):  
Mathilde Lind Gustavussen
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
School Reform ◽  
Education Reform ◽  
New Orleans ◽  
School System ◽  
Racial Politics ◽  
The Social ◽  
Neoliberal Policies ◽  
Us Cities

This article presents a study of state-imposed neoliberal education reform and resistance in post-Katrina New Orleans. In Hurricane Katrina’s aftermath, the city’s school system was dramatically reformed with most of its public schools replaced by privately administered “charter schools.” The article examines the social contradictions created by this reform and characterizes how the city’s education activists articulate their resistance to education privatization. Situating the reform within New Orleans’s post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. The article concludes by considering how the neoliberal policies implemented after the storm were conditioned by race, arguing that racial politics should be considered fundamental, rather than adjacent, to the study of neoliberalization in US cities.

Backtalk: The social costs of proliferating charter schools

2019 ◽  
Vol 100 (7) ◽  
pp. 80-80
Author(s):  
Iris C. Rotberg
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Social Costs ◽  
The Social ◽  
Wide Range ◽  
Race Ethnicity ◽  
The Impact ◽  
Competition For Resources

A wide range of research shows the impact of charter schools on segregation by race, ethnicity, income, disability, language, culture, or religion — or a combination of these variables. The segregation plays out in different situations and in different ways. Iris Rotberg describes how the competition for resources and students creates conditions where public schools have fewer resources to educate the students with the greatest need.

Neoliberal Discourses: Toward a Deeper Understanding of a Global Latino Education

2017 ◽  
Vol 16 (1-3) ◽  
pp. 329-338
Author(s):  
Luis Mirón
Keyword(s):  
Charter Schools ◽  
Hurricane Katrina ◽  
Social Relation ◽  
Empirical Studies ◽  
Latino Education ◽  
Social Imaginary ◽  
Schools Of Choice ◽  
Cultural Experience ◽  
The Social ◽  
The City

This article explores the dynamic discursive interactions between two keenly related concepts, globalization and neoliberalism. Though largely synonymous in the social imaginary, in fact, these ideas are different and analytically distinct. They need unpacking. The notion that both globalization and neoliberalism are empirically verified social realities must be advanced. What’s more as they affect the global-local social relation, varying manifestations such as gentrification, the global emergence of schools of choice (charter schools), and the economic and geographic dislocations of subordinate populations become evident. Relying on empirical studies and everyday lived cultural experience in the rebuilding of the city of New Orleans post-Hurricane Katrina, I finally examine the implications for a Global Latino education and pedagogy.

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