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Emerging Forms of School Organization


by Patricia Rufo-Lignos & Craig Richards 2003

This article argues that new forms of school organization are emerging that do not fit the classical definitions of public and private schools. Three case study schools are used to explore the critical features of the public-private distinction in American schooling. We focus on the fuzzy boundary between schools that are clearly public and those that are clearly private. It is our contention that the shared characteristics between public and private schools are sufficiently stabilized to contain the ground for emerging forms of school organization that defy the public-private dichotomy.


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Cite This Article as: Teachers College Record Volume 105 Number 5, 2003, p. 753-781
http://www.tcrecord.org ID Number: 11133, Date Accessed: 11/23/2017 4:35:47 AM

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About the Author
  • Patricia Rufo-Lignos
    Standard & Poors
    E-mail Author
    PATRICIA RUFOS-LIGNOS received her doctorate from Teachers College, Columbia University, in 1998. She currently is employed at Standard and Poors in New York where she works on state-wide school indicator systems.
  • Craig Richards
    Teachers College, Columbia University
    E-mail Author
    CRAIG E. RICHARDS is professor of education at Teachers College, Columbia University. He is author of Risky Business: The Private Management of Public Schools, with coauthors Rima Shore and Max Sawicky. He has a new book forthcoming from Merrill Publishing, titled Data Driven School Leadership: An Ecological Approach, coauthored with Bruce Baker at the University of Kansas.
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