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School Choice and School Improvement
Provides a direction in the development of school choice.
School Choice at the Crossroads
School Choice at the Crossroads compiles exemplary, policy-relevant research on school choice options—voucher, private, charter, and traditional public schools—as they have been implemented across the nation. Renowned contributors highlight the latest rigorous research findings and implications on school vouchers, tuition tax credits, and charter schools in states and local areas at the forefront of school choice policy. Examining national and state-level perspectives, each chapter discusses the effects of choice and vouchers on student outcomes, the processes of choice, supportive conditions of school choice programs, comparative features of school choice, and future research. This timely volume addresses whether school choice works, under what conditions, and for whom—further informing educational research, policy, and practice.
A Nation at Risk
This special issue examines the underlying assumptions of the "A Nation At Risk" report, the context within which the Commission's work was situated, and the effects of the report in improving teaching and learning, as well as the performance of the public educational system. The purpose is to address three broad questions: Was America's education system really putting the nation at risk in the early 1980s? What is the legacy of "A Nation At Risk"? Given our current knowledge on education and human development, the report's overall concern is restated: What risks and opportunities lay before the nation today, and how will they affect the notion of a "learning society" and our public education system? Taken as a whole, the seven articles address the three broad issues identified regarding the past, current, and future of educational reform in the United States.
Handbook of the Sociology of Education in the 21st Century
This handbook unifies access and opportunity, two key concepts of sociology of education, throughout its 25 chapters. It explores today’s populations rarely noticed, such as undocumented students, first generation college students, and LGBTQs; and emphasizing the intersectionality of gender, race, ethnicity and social class. Sociologists often center their work on the sources and consequences of inequality. This handbook, while reviewing many of these explanations, takes a different approach, concentrating instead on what needs to be accomplished to reduce inequality. A special section is devoted to new methodological work for studying social systems, including network analyses and school ...
Scale-Up in Education
Scale-Up in Education, Volume 2: Issues in Practice explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of national efforts to bring reform to scale in high-poverty schools. This volume also includes findings and insights from several federally funded research projects charged with bringing conceptual and analytic rigor to studies of successful scale-up. All of the chapters address the challenges of conducting scientific research in schools and provide insights for obtaining the support of teachers and school administrators. The result is a highly readable volume ideally suited for educators interested in the issues that inform intervention research, researchers concerned with designing practical studies that are methodologically sound, and policymakers engaged in evidence-based school reform.
Performance Incentives
The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.
Special Interest
"Examines the history of teachers unions--their rise to power and the organizational foundations of that strength, use of collective bargaining and involvement in the political process, and unions' response to expanded use of technology in the classroom to teach children, and consequences for America's public schools"--Provided by publisher.
Charter School Funding Considerations
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
The Goldwater-Nichols Act and the Joint Duty Promotion Requirement
Under the Goldwater-Nichols Act of 1986, several changes were instituted by Congress in an effort to reform the U.S. military. Title IV, Joint Officer Management, of the Act was aimed at reforming the officer development of the services in an effort to eliminate the parochial service dispositions that had previously plagued U.S. military efforts. Title IV instituted policies to provide officers with joint education and joint experience in an effort to develop officers with a multi-service or joint perspective. In an effort to provide senior officers with joint experience, all officers promoted to the rank of brigadier general or rear admiral (07) must have completed a joint duty assignment prior to promotion. This dissertation looks specifically at the joint duty promotion requirement instituted under Title IV in an effort to analyze the U.S. military's ability to implement a congressional mandate. The implementation of the joint duty assignment as a promotion requirement has been a source of concern for both the services and congressional policymakers.
