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Why States Should Follow the Pentagon’s Lead When it Comes to Children’s Education


by Claire Smrekar — March 19, 2007

This commentary explores the relevance of the policies and structures evidenced in Department of Defense Education Activity schools (DoDEA) to states and local school districts struggling to improve student performance.


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Cite This Article as: Teachers College Record, Date Published: March 19, 2007
http://www.tcrecord.org ID Number: 13832, Date Accessed: 10/21/2017 6:34:16 AM

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About the Author
  • Claire Smrekar
    Vanderbilt University
    E-mail Author
    CLAIRE SMREKAR is an Associate Professor of Public Policy and Education at Vanderbilt University. She received her doctorate in Educational Administration and Policy Analysis from Stanford University in 1991. Dr. Smrekar has conducted qualitative research studies related to the social context of education and public policy, with specific reference to family-school-community interactions in traditional public, private, and choice schools. Her current research involves a study of school and neighborhood effects associated with school choice and race-neutral student assignment plans. A Nashville-based pilot project currently underway focuses upon the intersection of public housing reform and neighborhood schools. Professor Smrekar is the author of two books: The Impact of School Choice and Community: In the Interest of Families and Schools (1996), Albany: State University of New York (SUNY) Press and; School Choice in Urban America: Magnet Schools and the Pursuit of Equity, with E. Goldring, (1999), New York: Teachers College Press. She is also the lead author on a report that examines the social s and academic structures in Department of Defense-managed schools (The March Toward Excellence), published by the National Education Goals Panel (2001).
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