This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia. The study shows that while charter school teachers in Bogotá feel that many aspects of their work environment are positive, charter schools use the flexibility afforded to them around employment to spend half as much on teachers, though these schools simultaneously employ a range of strategies to access additional resources for other aspects of the education they provide.
This study examines the intersection of the public/private distinction in U.S. law and policy, and the shifting political positions of teacher unions and charter school proponents, in courts and agencies. In addition to examining the history of the public/private distinction in U.S. law and policy and specifically in education, this study includes an in-depth analysis of three recent decisions involving charter schools and teacher unions in which courts and agencies determined whether charter schools were public or private organizations.
This paper examines differences in students’ mathematics test score gains between charter and traditional public school classrooms, focusing on the distribution and organization of students into ability groups between sectors. Grounded in market and institutional theory, our multivariate analyses reveal that the increasing inequality in mathematics gains between high- and low-ability as well as between mixed- and low-ability students is a pattern that is prevalent not only in traditional public schools, but in charter schools as well.
We apply insights from recent scholarship on ideas as mechanisms for change to analyze the early diffusion of the charter management organization (CMO), a recent reform effort in the charter school movement. We argue that the CMO form benefited from and was advanced by widely held ideas underscoring the importance of scale.
This paper examines data from a four-year study of a comprehensive incentives program for school improvement in 12 charter schools in a large urban school district.
Despite the increased popularity of blended learning in K–12 contexts, relatively little research exists that examines teachers’ instruction in high-tech blended schools. Drawing on cultural historical activity theory (CHAT) to identify and explore the contextual factors influencing teachers’ work, this article traces how teachers' roles and instructional practices develop throughout the first year of a blended learning school.
This chapter examines the charter school policy and planning network and how this network is helping to grow urban charter schools and related advocacy organizations across the United States.
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.
This paper explores print media coverage of the early years of the charter school debate in the United States.
Using data from the 2003–2004 Schools and Staffing Survey, this article compares teacher working conditions in charter schools and traditional public schools through propensity score matching and weighted hierarchical linear modeling.
In this article, we examine a growing phenomenon: the growth of seemingly conservative sentiments among some of the least powerful groups in this society.
The article examines three schools and explores their governance, organization, finance, ownership, and admissions, characteristics the research literature indicates distinguish public from private schools. The authors demonstrate that there are emerging forms of school organization that are neither clearly public nor private, but of a third hybred type, or quasi-public organization.
Choice-based and contractual reforms offer a radical approach to addressing
the problems that plague school governance. Proponents of
choice argue that the traditional design of state-controlled public education
tends to produce ineffective, unresponsive, and inequitable schools,
and that democratic control and public bureaucracy have given rise to
interest group dominance, institutional rigidity, insensitivity to the preferences
of families, and weak systems of managerial control (Chubb and
Moe, 1990). By introducing market mechanisms into education, choicebased
reforms are designed to strike at the root of the problem by enhancing
the power of individual consumers (families) at the expense of
organized interests and public employees.
summary of the majority and dissenting opinions in Zelman, this chapter
explores those constitutional issues that as a practical political matter
may diminish the enthusiasm for and the likelihood of any widespread
adoption of vouchers, regardless of the arguably beneficial
effects vouchers might have on student achievement and the general
improvement of our educational system.
While research on choice-based school reform has proliferated in recent years, little attention has been paid to examining how teachers themselves view choice-based reforms or what shapes their attitudes. We use a survey of teachers in Arizona, the state with the nation's most developed system of school choice, to explore how key personal and contextual traits influence teachers' attitudes toward charter schools and school vouchers. Our results can help shed light on how teachers will respond to the spread of school choice, and the likely prospects and effects of choice-based reform.
School choice proponents have hypothesized that market-based education reform will compel traditional public schools to become more effective. We explore this hypothesis by examining how the introduction of the Cleveland voucher experiment in 1995 affected the administration and leadership of the city’s public schools.
An introduction to the issues in the Cleveland Voucher Case
A look at some of the educational issues likely to arise in the wake of the Zelman decision.
A skeptical view on the impact of the Zelman decision.
With the changes of successful litigation against vouchers curtailed in federal court, the battlefield shifts to the states where significant constitutional and public policy hurdles await school choice proponents.
The recent Supreme Court decision could dramatically change education politics. The new politics call for those who are concerned about the potential risks of choice to engage in debates to improve, rather than prevent, choice.
A view of the Zelman decision as an extension of existing practice.
Vouchers have suddenly become a more realistic political option. It is now imperative to focus debate on the core issue of whether voucher programs can improve education achievement. The available evidence from the U.S. and other countries suggests that they are not likely to do so.
We think it unlikely that voucher programs will prove to be a significant part of the solution to the educational problems facing many urban school districts, but they may nonetheless become a significant part of the educational landscape in coming years.
Initial reactions to the ruling have likened it to the 1954 Brown decision in its scope and implications for American schooling. Don’t believe the hype. It is unlikely that Zelman will have the profound impact of Brown
This is a transcript of an interview with Professor Milton Friedman, one of the most fervent and most effective advocates of free enterprise of the last century.
Examining Arizona, the state with the nation's most developed system of choice, we explore how personal traits, including race, tenure, partisanship, and familiarity with charter schooling, influence teachers' attitudes toward charter schools and school vouchers.
This paper looks at the Charter School of Education at California State University Los Angeles and discusses the processes of chartering, the dynamics of such an organizational and cultural change, and the theoretical and practical implications for the reform effort.
The study compares the arguments of charter school advocates to those of the common school reformers regarding definitions of “public” education. It questions claims that charter schools are public schools; instead, seeing them as a form of privatization.
This exploratory study of 17 charter schools examines instructional and organizational practices used by the schools in their start up years. The authors discuss both strengths that supported their development and challenges that impeded progress.