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Articles
by Mark Berends & Kristi Donaldson — 2016
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.

by Rand Quinn, Carrie Oelberger & Debra Meyerson — 2016
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.

by Girija Kaimal & Will Jordan — 2016
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.

by Andrea Bingham — 2016
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.

by Janelle Scott — 2015
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.

by Lara Perez-Felkner — 2015
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.

by Daisy Rooks & Carolina Bank Muñoz — 2015
This paper explores print media coverage of the early years of the charter school debate in the United States.

by Yongmei Ni — 2012
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.

by Michael Apple & Thomas Pedroni — 2005
In this article, we examine a growing phenomenon: the growth of seemingly conservative sentiments among some of the least powerful groups in this society.

by Patricia Rufo-Lignos & Craig Richards — 2003
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.

by Frederick Hess — 2003
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.

by Tyll Van Geel — 2003
Following a 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.

by Frederick Hess, Robert Maranto, Scott Milliman & Kathleen Grammatico — 2002
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.

by Frederick Hess & Patrick McGuinn — 2002
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.

by Amy Wells — 2002
An introduction to the issues in the Cleveland Voucher Case

by Martha Minow — 2002
A look at some of the educational issues likely to arise in the wake of the Zelman decision.

by Clive Belfield & Henry Levin — 2002
A skeptical view on the impact of the Zelman decision.

by Frank Kemerer — 2002
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.

by Alex Medler — 2002
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.

by Arthur Levine — 2002
A view of the Zelman decision as an extension of existing practice.

by Edward Fiske & Helen Ladd — 2002
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.

by Sean Reardon & John Yun — 2002
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.

by Aaron Pallas — 2002
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

by Pearl Kane — 2002
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.

by Frederick Hess, Robert Maranto, Scott Millman & Kathleen Ferraiolo — 2002
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.

by Michael Wong & William Tierney — 2001
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.

by Chris Lubienski — 2001
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.

by Noelle Griffin & Priscilla Wohlstetter — 2001
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.

by Frederick Hess, Robert Maranto & Scott Milliman — 2001
How do district schools respond to competition from charter schools? To explore this question, we examine four small Arizona school districts which lost from a tenth to a third of enrollment to charter schools in a short time period.

by Susan Moore Johnson & Jonathan Landman — 2000
This study reveals that greater autonomy for teachers is accompanied by expanded roles and responsibilities in deregulated schools.

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