Bibliography

This is an automatically generated bibliography describing the content of this study carrel.

1. RefID-10-jabbar2018recruiting
   • author: Jabbar,Huriya
   • title: Recruiting “Talent”: School Choice and Teacher Hiring in New Orleans
   • date: 2018
   • words: 221
   • flesch: 43
   • summary: Implications: Overall, expansive choice policies in New Orleans appear to foster flexibility and variation in teacher hiring strategies (although not in salary), as expected in a decentralized system. In New Orleans, such reforms have been enacted citywide since Hurricane Katrina, making it an ideal site to examine what happens when policy makers lift restrictions for school leaders—and remove protections for teachers—related to teacher hiring on a large scale.
   • keywords: leaders; new; practices; school; teacher
   • versions: original; plain text
2. RefID-1062-mcwilliams2019mass
   • author: McWilliams,Julia A.
   • title: Mass School Closures and the Politics of Race, Value, and Disposability in Philadelphia
   • date: 2019
   • words: 535
   • flesch: 41
   • summary: Moving beyond educational studies that have focused on the outcomes of mass school closures like student achievement and cost savings, we argue that a thorough theorization of how race, violence, and community values relate to school closure as process could help to explain the ways in which contemporary educational policy reforms are creating new modes of communal disposability in cities’ poorest zip codes. In this article, we examine the rollout of 30 school closures in Philadelphia in 2012 and 2013 to explain how school closures have become yet another policy technology of Black community and school devaluation in the United States.
   • keywords: closures; community; district; educational; high; officials; process; school; students; teachers; ways; years
   • versions: original; plain text
3. RefID-1090-yeşilırmak2018decreasing
   • author: Yeşilırmak,Muharrem
   • title: Decreasing average cost in private schools, existence of majority voting equilibrium, and a policy analysis for Turkey
   • date: 2018
   • words: 234
   • flesch: 52
   • summary: Motivated by this, an equilibrium model of a mixed public–private school system is studied in this paper, whereby private schools also face decreasing average cost over enrollment. Private school charges tuition whereas public school is free.
   • keywords: model; private; public; school
   • versions: original; plain text
4. RefID-1094-shuls2014show
   • author: Shuls,James
   • title: Show Them the Mission: A Comparison of Teacher Recruitment Incentives in High Need Communities
   • date: 2014
   • words: 216
   • flesch: 45
   • summary: Power Program (KIPP) schools make relatively greater use of public service appeals in teacher recruitment. Teaching in high poverty communities is one such job, though none have studied whether successful high poverty schools such as the Knowledge Is
   • keywords: appeals; public; student; teacher; use
   • versions: original; plain text
5. RefID-11-buras2023education
   • author: Buras,Kristen
   • title: Education research and critical race praxis: fieldnotes on "making it matter" in New Orleans
   • date: 2023
   • words: 159
   • flesch: 33
   • summary: Buras examines her involvement as a scholar activist working in solidarity with community groups to document the effects of the charter school takeover on black public schools and neighborhoods - and push back. Making it matter, Buras argues, requires insurgent scholarship grounded in history, counter-storytelling, place-based knowledge, democratic collaboration, long-term commitment to community, and anti-racist action.
   • keywords: buras; community; grassroots; research; usgrc
   • versions: original; plain text
6. RefID-1109-erickson2021effects
   • author: Erickson,Heidi H.
   • title: The Effects of the Louisiana Scholarship Program on Student Achievement and College Entrance
   • date: 2021
   • words: 148
   • flesch: 37
   • summary: Drawing upon the random lotteries that placed students in LSP schools, we estimate the causal impact of using an LSP voucher to enroll in a private school on student achievement on the state accountability assessments in math, English Language Arts, and science over a four-year period, as well as on the likelihood of enrolling in college. The Louisiana Scholarship Program (LSP) offers publicly funded vouchers to moderate- and low-income students in low-performing public schools to enroll in participating private schools.
   • keywords: lsp; private; schools; students
   • versions: original; plain text
7. RefID-112-jabbar2020it’s
   • author: Jabbar,Huriya
   • title: It’s Who You Know: The Role of Social Networks in a Changing Labor Market
   • date: 2020
   • words: 121
   • flesch: 56
   • summary: The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers’ access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. We find that the extent of fragmentation in a city’s labor market drives the use of networks, with important implications for job access and equity.
   • keywords: labor; networks; teachers
   • versions: original; plain text
8. RefID-113-jabbar2020teacher
   • author: Jabbar,Huriya
   • title: Teacher Power and the Politics of Union Organizing in the Charter Sector
   • date: 2020
   • words: 148
   • flesch: 29
   • summary: As the charter sector continues to grow, understanding why teachers want unions and how those unions differ from traditional public school unions is crucial to analyzing the long-term viability of these schools and the career trajectories of the teachers who work in them. We found that improving teacher retention, and thus school stability, was a central motivation for teacher organizers, whereas, simultaneously, high teacher turnover stymied union drives.
   • keywords: charter; school; teachers; unions
   • versions: original; plain text
9. RefID-114-jabbar2019switch
   • author: Jabbar,Huriya
   • title: To Switch or Not to Switch? The Influence of School Choice and Labor Market Segmentation on Teachers’ Job Searches
   • date: 2019
   • words: 121
   • flesch: 45
   • summary: Informal and institutional barriers may limit teacher movement between charter schools and traditional public schools (TPSs). We find that structural policies within each sector can create barriers to mobility across charter schools and TPSs and that teachers’ ideological beliefs and values serve as informal, personal barriers that reinforce divides between sectors.
   • keywords: charter; schools; teachers
   • versions: original; plain text
10. RefID-1170-ahn2017student
    • author: Ahn,June
    • title: Student Enrollment Patterns and Achievement in Ohio's Online Charter Schools
    • date: 2017
    • words: 167
    • flesch: 50
    • summary: Our results also show that students in e-schools are performing worse on standardized assessments than their peers in traditional charter and traditional public schools. We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K-12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time.
    • keywords: charter; schools; students; traditional
    • versions: original; plain text
11. RefID-118-nguyen2017catching
    • author: Nguyen,Nicole
    • title: Catching the bus: A call for critical geographies of education
    • date: 2017
    • words: 205
    • flesch: 21
    • summary: Drawing from intensified interest in the geographies of education, this subfield can contribute to broader geographic debates by centering schooling in theory generation, rather than only studying education as a site of test cases for existing geographic theories. In light of these arguments, we call on geographers to advance geographic scholarship on education by creating a cohesive critical geographies of education subfield.
    • keywords: education; geographic; schooling; subfield
    • versions: original; plain text
12. RefID-1180-faiman-silva2002students
    • author: Faiman-Silva,Sandra
    • title: Students and a "Culture of Resistance" in Provincetown's Schools
    • date: 2002
    • words: 97
    • flesch: 40
    • summary: By deconstructing how schools are sites of intergroup conflicts over gender tolerance and public school ownership, student-resistance conduct is shown to be a response to perceived alienation from mainstream social norms and discourses. Provincetown, Massachusetts is a popular multigendered tourist destination where openness to diversity is part of the school and wider community ethos.
    • keywords: discourses; ethos; tolerance
    • versions: original; plain text
13. RefID-1183-brown2017biting
    • author: Brown,Amy
    • title: Biting the hand that feeds you? Teachers engage with an ethnography of neoliberalism in education
    • date: 2017
    • words: 194
    • flesch: 20
    • summary: Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. Data were gathered for this paper in teacher interviews following two years of collaborative ethnographic fieldwork at the College Preparatory Academy, a small public high school in Brooklyn, New York that created its own in-house nonprofit organization in order to solicit funds from private donors.
    • keywords: education; neoliberal; scholars; teachers; trends
    • versions: original; plain text
14. RefID-1187-dando2016politics
    • author: Dando,Michael
    • title: The Politics of Hip-Hop Culture in the Classroom
    • date: 2016
    • words: 280
    • flesch: 60
    • summary: Therefore critical and democratic educators must seek to disrupt these notions of “common sense” that serve to reproduce oppressive societal norms in education. How does the intersection of education and hip-hop culture allow students to create a shared understanding of identity, agency for themselves, and change in their communities.
    • keywords: education; educators; students; ways
    • versions: original; plain text
15. RefID-134-teresa2018speculative
    • author: Teresa,Benjamin F.
    • title: Speculative Charter School Growth in the Case of UNO Charter School Network in Chicago
    • date: 2018
    • words: 157
    • flesch: 38
    • summary: Drawing on an analysis of the financing that enabled the dramatic growth of the UNO Charter School Network (UCSN) in Chicago during the 2000s, the article explores the implications of speculative borrowing and spiraling debt burdens on charter schools and on the functioning of the charter sector more broadly. The analysis reveals that (1) new debt was increasingly used to retire existing debt, (2) the structure of new financing assumed continued growth, and (3) schools within the network were yoked together as revenue from existing—and anticipated—schools was pledged to repay new debt.
    • keywords: charter; debt; schools
    • versions: original; plain text
16. RefID-138-jabbar2022race,
    • author: Jabbar,Huriya
    • title: Race, Gender, and Networks: How Teachers’ Social Connections Structure Access to Job Opportunities in Districts With School Choice
    • date: 2022
    • words: 150
    • flesch: 38
    • summary: We find that in choice-rich environments, there was an extensive reliance on social networks in the hiring process, and teachers had different access to key social networks that can help to land jobs. Hiring decisions and unequal access to job opportunities among teacher candidates, in part due to the reliance on networks, created conditions where teachers who cultivated stronger networks, or with access to the “right” networks, had greater opportunity, with implications for racial and gender equity and diversity.
    • keywords: access; networks; social; teachers
    • versions: original; plain text
17. RefID-142-polier2006katrina-
    • author: Polier,Nicole
    • title: After Katrina: Tales from a Chartered School Classroom
    • date: 2006
    • words: 131
    • flesch: 4
    • summary: Before landfall leveled the system completely, the Louisiana State Superintendent of Schools hired Alvarez & Marsal, a corporate firm from New York City specializing in what it calls turnaround management and corporate advisory services, to run New Orleans public schools, giving them a mandate to recommend changes directly to the State Superintendent.2 Late last year, as state officials took over 107 of 128 New Orleans public schools3, the state Board of Education had already devised what one board member calls a state school accountability model and began to rank schools internally. Meanwhile, the language of academic standards, statewide test scores, discipline, individual initiative, and mental ownership has been inserted into the political discourse on public education at every level, as has the promise of private management as a panacea for public rot.
    • keywords: new; public; schools; state
    • versions: original; plain text
18. RefID-147-bulkley2021central
    • author: Bulkley,Katrina E.
    • title: From Central Office to Portfolio Manager in Three Cities: Responding to the Principal-Agent Problem
    • date: 2021
    • words: 153
    • flesch: 39
    • summary: Specifically, we observed distinct PM approaches to managing competing goals of stakeholders in the context of school closure and to balancing school-based autonomy with more prescriptive measures for building school capacity and ensuring the equitable treatment of students. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles.
    • keywords: goals; pms; principals; school
    • versions: original; plain text
19. RefID-153-mirón2017neoliberal
    • author: Mirón,Luis
    • title: Neoliberal Discourses: Toward a Deeper Understanding of a Global Latino Education
    • date: 2017
    • words: 118
    • flesch: 26
    • summary: Relying on empirical studies and everyday lived cultural experience in the rebuilding of the city of New Orleans post-Hurricane Katrina, I finally examine the implications for a Global Latino education and pedagogy. What's more as they affect the global-local social relation, varying manifestations such as gentrification, the global emergence of schools of choice (charter schools), and the economic and geographic dislocations of subordinate populations become evident.
    • keywords: global; neoliberalism; social
    • versions: original; plain text
20. RefID-155-jabbar2016structure
    • author: Jabbar,Huriya
    • title: Between Structure and Agency: Contextualizing School Leaders’ Strategic Responses to Market Pressures
    • date: 2016
    • words: 164
    • flesch: 24
    • summary: In this study, I examine the interplay between structure and agency in education markets to (a) examine how a school’s position in the market hierarchy influences how it is represented and viewed as a rival by network competitors and to (b) explore how a school’s position in the network of competitors influences the possible and actual strategic actions that schools adopt in response to market pressures. School choice is expected to place pressure on schools to improve to attract and retain students.
    • keywords: agency; market; school
    • versions: original; plain text
21. RefID-158-gustavussen2018contending
    • author: Gustavussen,Mathilde Lind
    • title: Contending with school reform
    • date: 2018
    • words: 132
    • flesch: 22
    • summary: Situating the reform within New Orleans’s post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. The article examines the social contradictions created by this reform and characterizes how the city’s education activists articulate their resistance to education privatization.
    • keywords: article; education; reform
    • versions: original; plain text
22. RefID-161-allen2021changing
    • author: Allen,Ann
    • title: Changing the Landscape: A Look at a Market District as an Emerging Model of K-12 Schooling
    • date: 2021
    • words: 153
    • flesch: 40
    • summary: To assess the fit of the market model, we employed a qualitative case study design, using interviews with school board members and the superintendent, and document analysis of school governance documents including the district’s bylaws, organizational charts, and state law. We analyzed our findings against a theory of school governance and found that despite the intent of local actors to create a school district that served all students, the market approach to whole-district schooling created gaps in service.
    • keywords: charter; district; market; school
    • versions: original; plain text
23. RefID-171-strong2010defending
    • author: Strong,Wes
    • title: Defending Public Education Reflections on October 7th
    • date: 2010
    • words: 157
    • flesch: 50
    • summary: We have continued to introduce an alternative narrative on public education, despite recent media promotion of so-called education reform and Race to the Top, particularly supporting charter schools. Students at the University of New Orleans (UNO) unfurled banners saying Chop from the Top and Save UNO.
    • keywords: actions; education; march
    • versions: original; plain text
24. RefID-186-green2015educational
    • author: Green,Paul
    • title: EDUCATIONAL (DE)SEGREGATION AS ACCESS AND SOCIAL OPPORTUNITY IN NEW ORLEANS
    • date: 2015
    • words: 158
    • flesch: 43
    • summary: So, the dynamics of high educational expectations in New Orleans poses a self-fulfilling prophecy of de facto segregated education in Orleans Parish Pubic educational reform. Profound hope lay in the small cluster of charter schools, and selective admission schools or City-wide access schools, the latter of which had a long history of producing success in New Orleans.
    • keywords: educational; new; orleans; schools
    • versions: original; plain text
25. RefID-205-salvaggio2013neoliberalism
    • author: Salvaggio,Ruth
    • title: Neoliberalism in New Orleans
    • date: 2013
    • words: 241
    • flesch: 47
    • summary: The Shock Doctrine (2007), for example, the charter school system in New Orleans serves as an example of what happens when private enterprise rushes in to replace ailing public school systems. In a careful and precise analysis of the workings of these markets, Adams shows how they failed, again and again, to help the people most in need to come even close to rebuilding their homes or renting affordable housing, while they proved remarkably successful as profit-making ventures for the corporations and agencies that used public money for generating private profit.
    • keywords: adams; analysis; private; profit; successful; workings
    • versions: original; plain text
26. RefID-207-barrett2022walls
    • author: Barrett,Nathan
    • title: When the Walls Come Down: Evidence on Charter Schools’ Ability to Keep Their Best Teachers Without Unions and Certification Rules
    • date: 2022
    • words: 121
    • flesch: 43
    • summary: We test this empirically by comparing teacher exits in the deregulated market of New Orleans with neighboring traditional school districts. Theories of market-based school reform suggest that teacher labor markets may be inefficient because schools lack autonomy to incentivize performance in hiring, retention, and compensation.
    • keywords: new; performance; teacher
    • versions: original; plain text
27. RefID-208-james-gallaway2022the
    • author: James-Gallaway,Chaddrick
    • title: “The Kids in Prison Program”: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher
    • date: 2022
    • words: 348
    • flesch: 29
    • summary: To analyze data, I drew on CRT concepts of racial realism and the permanence of racism in U.S. society to underscore Black fugitivity, anti-Black surveillance, and discipline. Conclusion/Recommendations: Racial realism provides a lens for identifying the evolution of racialized surveillance technologies on Black bodies within the United States.
    • keywords: black; critical; education; practices; race; racial; realism; students
    • versions: original; plain text
28. RefID-211-charlemaine2015orleans
    • author: Charlemaine,Christiane
    • title: NEW ORLEANS' KATRINA RECOVERY FOR WHOM AND WHAT? A RACE, GENDER & CLASS APPROACH
    • date: 2015
    • words: 118
    • flesch: 61
    • summary: New Orleans is now the charter capital of the US Most of the public schools in New Orleans have become charters since Katrina. Over three thousand public housing apartments occupied before Katrina plus another thousand under renovation were bulldozed after Katrina.
    • keywords: katrina; new
    • versions: original; plain text
29. RefID-212-buras2009we
    • author: Buras,Kristen L.
    • title: 'We have to tell our story': neo-griots, racial resistance, and schooling in the other south
    • date: 2009
    • words: 231
    • flesch: 30
    • summary: This article draws upon student counterstories, teacher interviews, and classroom and community observations as the means for critically analyzing the implementation of racially-inspired neoliberal reforms, such as decentralization, charter schools, market-based educational choice, and targeted disinvestment in pubic infrastructure, in New Orleans-the experimental front for such policies in the United States. Thus students' counterstories shed light on the 'legitimacy' of such policies nationally and globally and reveal the necessity of building solidarities between the South within the North and the Global South.
    • keywords: neoliberal; new; orleans; schools; students
    • versions: original; plain text
30. RefID-214-jabbar2018diverse
    • author: Jabbar,Huriya
    • title: What is diverse enough? How “intentionally diverse” charter schools recruit and retain students
    • date: 2018
    • words: 232
    • flesch: 44
    • summary: For instance: how do leaders of diverse charter schools prioritize diversity in decisions about location, marketing, and recruitment? We discuss implications for leaders of diverse charter schools and other leaders seeking to diversify their student bodies, as well as policymakers and charter authorizers.
    • keywords: charter; diverse; leaders; schools
    • versions: original; plain text
31. RefID-219-perry2006plight
    • author: Perry,Theresa
    • title: The Plight of the Education Systems - Post Hurricane Katrina: An Interview with Dr. Brenda Mitchell and Dr. Linda Stelly
    • date: 2006
    • words: 303
    • flesch: 46
    • summary: Dr. Mitchell received her undergraduate degree from Southern University of New Orleans, her Masters +30 from the University of New Orleans, and doctorate degree in developmental education with a specialization in instructional systems from Grambling State University. She has served in many capacities in the New Orleans Public schools - elementary school teacher, Title I staff developer, and a Title I math and reading teacher.
    • keywords: mitchell; new; orleans; schools; teachers; united
    • versions: original; plain text
32. RefID-227-lincove2018want-
    • author: Lincove,Jane Arnold
    • title: You can't always get what you want: Capacity constraints in a choice-based school system
    • date: 2018
    • words: 206
    • flesch: 43
    • summary: •School choice and centralized enrollment are intended to expand access.•Many students in a school choice system are not assigned to their first-choice school.•Assignments below first choice result in substantially lower school quality.•Some school quality is regained with multiple rounds of assignment.•Schools can maintain enrollment even if they are not frequent first choices. We propose a theory of family utility maximization under school choice systems with and without guaranteed placements.
    • keywords: choice; enrollment; quality; school
    • versions: original; plain text
33. RefID-23-offutt-chaney2022black
    • author: Offutt-Chaney,Mahasan
    • title: 'Black crisis' and the 'likely' privatization of public education in New Orleans and Liberia
    • date: 2022
    • words: 170
    • flesch: 20
    • summary: Building on a framework of Coloniality, antiBlackness and a review of Black colonial education this relational analysis argues that contemporary neoliberal education reforms not only resemble the early 20th century movement to spread Black industrial education from the American South to regions of the global South- including regions of West, South and East Africa but also reproduce logics of antiBlack coloniality. Neoliberal education reforms in schools serving sizeable Black populations throughout the United States have proliferated and are being transported to Black educational contexts abroad.
    • keywords: black; education; reforms; schools
    • versions: original; plain text
34. RefID-24-lay2019private
    • author: Lay,J. C.
    • title: Private Governance of Public Schools: Representation, Priorities, and Compliance in New Orleans Charter School Boards
    • date: 2019
    • words: 153
    • flesch: 50
    • summary: In many cities, charter schools make up an increasing proportion of public schools, substantially altering education governance. Each charter school or network has its own private governing board responsible for obtaining and maintaining the school’s charter, school finances, and hiring school leadership.
    • keywords: charter; public; school
    • versions: original; plain text
35. RefID-247-zelbo2019e.
    • author: Zelbo,Sian
    • title: E. J. Edmunds, School Integration, and White Supremacist Backlash in Reconstruction New Orleans
    • date: 2019
    • words: 147
    • flesch: 43
    • summary: Edmunds's appointment was a final, bold act by the city's mixed-race intellectual elite in exercising the political power they held under Radical Reconstruction to strip racial designations from public schools. Edmunds navigated the shifting landscape of race in the New Orleans public schools first as a student and then as a teacher, and the details of his life show the impact on ordinary Afro-Creoles as the city's warring politicians used the public schools both to undermine and reinforce the racial order.
    • keywords: city; edmunds; race; teacher
    • versions: original; plain text
36. RefID-26-gustavussen2018contending
    • author: Gustavussen,Mathilde Lind
    • title: Contending with school reform: Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans
    • date: 2018
    • words: 132
    • flesch: 22
    • summary: Situating the reform within New Orleans’s post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. The article examines the social contradictions created by this reform and characterizes how the city’s education activists articulate their resistance to education privatization.
    • keywords: article; education; reform
    • versions: original; plain text
37. RefID-260-frailing2010school
    • author: Frailing,Kelly
    • title: School kids and oil rigs: Two more pieces of the post-Katrina puzzle in New Orleans
    • date: 2010
    • words: 208
    • flesch: 44
    • summary: Shortly after Hurricane Katrina's landfall in August 2005 and the reports of rampant looting of businesses in the city, we became curious about the extent of Katrina looting as compared to that after other major storms that hit New Orleans in 1947 and in 1965. Population loss and high unemployment rates, coupled with a decline in high-paying manufacturing jobs and an increase in low-wage food and hotel service jobs generated severe economic inequality in the city that exacerbated the situation created by Katrina.
    • keywords: city; jobs; katrina; looting
    • versions: original; plain text
38. RefID-273-wholey2015feet
    • author: Wholey,Jane
    • title: Feet to the Fire: New Orleans Kids Rethink Their Devastated School System
    • date: 2015
    • words: 225
    • flesch: 60
    • summary: Before 2005, when Hurricane Katrina destroyed most New Orleans public schools, youth voice was rarely heard in the superintendent's office. Eventually, the Rethinkers earned a seat at the school reform table in New Orleans.
    • keywords: new; orleans; public; rethinkers; youth
    • versions: original; plain text
39. RefID-28-buras2011race,
    • author: Buras,Kristen
    • title: Race, Charter Schools, and Conscious Capitalism: On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans)
    • date: 2011
    • words: 139
    • flesch: 23
    • summary: In this article, Kristen L. Buras examines educational policy formation in New Orleans and the racial, economic, and spatial dynamics shaping the city's reconstruction since 2005. She challenges the market-based reforms currently offered as a panacea for education in New Orleans, particularly charter schools, and instead offers principles of educational reform rooted in a more democratic and critically conscious tradition.
    • keywords: buras; conscious; racial; spatial
    • versions: original; plain text
40. RefID-29-dreilinger2021what’s
    • author: Dreilinger,Danielle
    • title: What’s Next in New Orleans
    • date: 2021
    • words: 71
    • flesch: 66
    • summary: Two Orleans Parish School Board members went to prison, five years apart, on federal conspiracy charges. The city was then seven years into the post-Katrina education revolution that wrested control of the public schools from the seven-member Orleans Parish School Board.
    • keywords: board; school
    • versions: original; plain text
41. RefID-30-buras2013were
    • author: Buras,Kristen L.
    • title: 'We're not going nowhere': race, urban space, and the struggle for King Elementary School in New Orleans
    • date: 2013
    • words: 232
    • flesch: 28
    • summary: New Orleans has become the blueprint for urban education reform in the United States, with federal, state, and local policymakers advocating its development as the nation's first all-charter school district. Targeted state disinvestment in black communities prepared the ground for white entrepreneurs to capitalize on public schools and create an urban space economy that serves their accumulative interests through dispossession of working-class communities of color.
    • keywords: charter; lower; new; orleans; schools; space; state
    • versions: original; plain text
42. RefID-309-akbar2008surviving
    • author: Akbar,Renee
    • title: Surviving Katrina and Keeping Our Eyes on the Prize: The Strength of Legacy and Tradition in New Orleans's HBCU Teacher Preparation Programs
    • date: 2008
    • words: 149
    • flesch: 25
    • summary: The primary purpose of this study is to examine the impact of Hurricane Katrina on HBCU teacher education programs in post-Katrina New Orleans, their recovery, and their response to the emerging educational landscape that includes the New Orleans Public School District and the state takeover schools in the Recovery School District. Yet scant reports provide an ethnographic-like view that documents the effects of Katrina on historically Black colleges and universities (HBCUs) and the populations they serve, including preservice and veteran teachers in teacher education programs, specifically in hardest hit New Orleans.
    • keywords: katrina; new; orleans; teacher
    • versions: original; plain text
43. RefID-316-alcazar2006challenge
    • author: Alcazar,Alvaro
    • title: The Challenge of Education in the Empire
    • date: 2006
    • words: 172
    • flesch: 60
    • summary: The brutal facts of poverty, violence & frustration can be found in the 55 (out of 117) New Orleans public schools deemed academically unacceptable by high-stakes test administrators pre-Katrina]. I write to honor young Terrence & many other public school students like him in the two cities I have known -- Manila & New Orleans.
    • keywords: facts; new; orleans; public
    • versions: original; plain text
44. RefID-318-simmons2009end
    • author: Simmons,Lizbet
    • title: End of the Line: Tracing Racial Inequality from School to Prison
    • date: 2009
    • words: 107
    • flesch: 21
    • summary: The work documents how racial minorities, and African American males in particular, are criminalized by school disciplinary policies and shows how these policies foreshorten educational careers and increase risk for incarceration. The paper concludes by turning to a school site in post-Hurricane Katrina New Orleans where a grassroots student organization has resisted the correctional school disciplinary model and has advocated for more positive educational investments.
    • keywords: incarceration; minority; school
    • versions: original; plain text
45. RefID-32-jabbar2015competitive
    • author: Jabbar,Huriya
    • title: Competitive Networks and School Leaders' Perceptions: The Formation of an Education Marketplace in Post-Katrina New Orleans
    • date: 2015
    • words: 116
    • flesch: 42
    • summary: Factors that predicted a competitive relationship between two schools included geography, student transfers, school performance, principal characteristics, and charter network. Yet there is limited empirical research about how school leaders actually perceive competition and whom they view as rivals.
    • keywords: competition; school
    • versions: original; plain text
46. RefID-330-morrison2010public
    • author: Morrison,Derrick
    • title: Public Housing, Schools, Health Care: Post-Katrina New Orleans: A Third Reconstruction?
    • date: 2010
    • words: 313
    • flesch: 49
    • summary: The depth of this legacy explains why a March 2006 demonstration by a couple hundred people - led by the doctors and nurses of Charity who had helped clean the hospital - resulted in the New Orleans City Council unanimously passing a resolution the following month ...urging the state to... repair and reopen Charity Hospital, and why the following month in May, the Louisiana Senate and House also unanimously passed a resolution to hereby urge and request the governor... to develop and implement a plan to use a portion of the Medical Center of New Orleans (Big Charity Hospital) to provide medical services to the New Orleans community and region on an interim basis... The Times-Picayune, the New Orleans daily that is the mouthpiece of big business interests, ran a front page article in the September 5,2009 edition headlined,Delgado is forced to reject students.
    • keywords: blanco; building; charity; hospital; medical; new; orleans
    • versions: original; plain text
47. RefID-331-nelson2018state
    • author: Nelson,Steven
    • title: COULD THE STATE TAKEOVER OF PUBLIC SCHOOLS CREATE A STATE-CREATED DANGER?: THEORIZING AT THE INTERSECTION OF STATE TAKEOVER DISTRICTS, THE SCHOOL-TO-PRISON PIPELINE, AND RACIAL OPPRESSION
    • date: 2018
    • words: 284
    • flesch: 51
    • summary: This Article puts forth a theoretical argument for schools, specifically schools operating under the governance of a state takeover district in a predominately Black school district with a predominately Black-elected school board, to be held liable for participating in disciplinary practices that are linked to the school-to-prison pipeline. My research found no instances where the state takeover district disrupted the school-to-prison pipeline, but I discovered multiple instances where state takeover districts have exacerbated the school-to-prison pipeline.
    • keywords: article; pipeline; prison; school; state
    • versions: original; plain text
48. RefID-345-grace2019tryin
    • author: Grace,Jennifer E.
    • title: Tryin' to Survive: Black Male Students' Understandings of the Role of Race and Racism in the School-to-Prison Pipeline
    • date: 2019
    • words: 126
    • flesch: 48
    • summary: Furthermore, the participants of this study revealed that schools may use other Black males who have successfully navigated the educational system to better reach Black male students who are placed at risk of the school-to-prison pipeline. Through a phenomenological investigation of ten Black male students in the New Orleans area, this article finds that Black male students perceive racism in society, racism in schools, and poor teacher expectations to aid in the perpetuation of the school-to-prison pipeline.
    • keywords: black; prison pipeline
    • versions: original; plain text
49. RefID-351-2011educational
    • author: Yolanda Sealey-Ruiz
    • title: The Use of Educational Documentary in Urban Teacher Education: A Case Study of Beyond the Bricks
    • date: 2011
    • words: 141
    • flesch: 1
    • summary: This article draws from a qualitative case study of 22 teachers of African American males who participated in a screening event of the documentary Beyond the Bricks as part of a community engagement project in three cities: New Orleans, New York, and Oakland Through the lenses of critical race theory and the Matrix Achievement Paradigms typology, this article highlights three major themes connected to teaching Black male students: (a) recognizing and removing the blind spot, (b) resisting the normalization of failure, and (c) fulfilling the need for (practicing) culturally responsive educators. This article seeks to contribute to the scholarly discussion on the use of film in urban teacher education, and puts forth Beyond the Bricks as a critical, solutions-oriented discussion tool that offers concrete ideas about what Black males need to achieve social and academic success in America's schools.
    • keywords: article; bricks; need; new
    • versions: original; plain text
50. RefID-39-jabbar2016selling
    • author: Jabbar,Huriya
    • title: Selling Schools: Marketing and Recruitment Strategies in New Orleans
    • date: 2016
    • words: 181
    • flesch: 53
    • summary: Yet even though choice policies were meant to give parents, not schools, power in selecting where their children attend school, some schools found ways to avoid enrolling disadvantaged students, often by not marketing. Faced with the pressure of accountability and charter renewal, these schools traded greater funding for potentially greater averages in student achievement.
    • keywords: marketing; new; schools; students
    • versions: original; plain text
51. RefID-41-cook2013writing
    • author: Cook,Daniella Ann
    • title: Writing critical race theory and method: a composite counterstory on the experiences of black teachers in New Orleans post-Katrina
    • date: 2013
    • words: 140
    • flesch: 26
    • summary: Cook and Dixson look specifically at how composite counterstories speak back to racialized constructions of black educators that justified their post-Katrina displacement and usher in an era of school reform in which New Orleans is described as ground zero for the expansion of charter schools, the disempowerment of teachers' unions, and the re-organization of teacher preparation. Drawing on data from a yearlong study of school rebuilding in the time period immediately after Hurricane Katrina devastated the City of New Orleans, the authors examine the experiences of African-American educators in the school rebuilding efforts.
    • keywords: authors; counterstories; research
    • versions: original; plain text
52. RefID-421-roselund2007wake
    • author: Roselund,Christian
    • title: In the Wake of Katrina: Drowning NOLA's Schools
    • date: 2007
    • words: 156
    • flesch: 69
    • summary: Last fall's state takeover effectively broke the teacher's union in New Orleans, United Teachers of New Orleans. It's a prison, says Jerenise Walker of the FIYA youth squad, who attends John McDonogh high school in the Treme neighborhood of New Orleans.
    • keywords: jerenise; new; orleans; state
    • versions: original; plain text
53. RefID-43-jabbar2016visible
    • author: Jabbar,Huriya
    • title: The Visible Hand: Markets, Politics, and Regulation in Post-Katrina New Orleans
    • date: 2016
    • words: 159
    • flesch: 25
    • summary: These findings can inform other school districts across the United States as they adopt market-based reforms, providing directions for ensuring that such policies are equitable. Her findings indicate that governing agencies constrain or enable school leaders' ability to respond to market pressures, sometimes mitigating and other times exacerbating inequities in the marketplace.
    • keywords: competition; jabbar; school
    • versions: original; plain text
54. RefID-44-henry2019heretical
    • author: Henry,Kevin Lawrence
    • title: Heretical Discourses in Post-Katrina Charter School Applications
    • date: 2019
    • words: 143
    • flesch: 30
    • summary: Embedded and competing narratives within charter school applications are analyzed. This article unpacks the community based and no excuses discourses within charter applications.
    • keywords: applications; authorization; charter; process
    • versions: original; plain text
55. RefID-45-beabout2015now?
    • author: Beabout,Brian R.
    • title: Why Here and Why Now? Teacher Motivations for Unionizing in a New Orleans Charter School
    • date: 2015
    • words: 163
    • flesch: 51
    • summary: This makes the recent emergence of two single-school unions in charter schools there worthy of study. The rigidity of teachers unions has been given as a primary reason for their lack of representation among America's rapidly growing, although still relatively small, charter school sector.
    • keywords: charter; school; teachers; unions
    • versions: original; plain text
56. RefID-482-simmons2017prison
    • author: Simmons,Lizbet
    • title: The Prison School : Educational Inequality and School Discipline in the Age of Mass Incarceration
    • date: 2017
    • words: 198
    • flesch: 37
    • summary: Police officers and metal detectors have become fixtures in American public schools. The Prison School examines how and why public schools take a punitive approach to education and analyzes how this criminalizing mode influences a student's approach toward correctional custody.
    • keywords: american; criminal; prison; public; school
    • versions: original; plain text
57. RefID-484-buras2014charter
    • author: Buras,Kristen L.
    • title: Charter Schools, Race, and Urban Space: Where the Market Meets Grassroots Resistance
    • date: 2014
    • words: 646
    • flesch: 35
    • summary: Lessons Learned from the Bottom-Up (with Urban South Grassroots Research Collective) “Buras does an excellent job of explaining the realities of the privatization of public schools in New Orleans. Her case study of New Orleans—where veteran teachers were fired en masse and the nation's first all-charter school district was developed—shows that such reform is less about the needs of racially oppressed communities and more about the production of an urban space economy in which white entrepreneurs capitalize on black children and neighborhoods.
    • keywords: black; buras; charter; communities; education; new; orleans; public; race; research; schools; space; state; teachers; urban
    • versions: original; plain text
58. RefID-512-simmons2016prison
    • author: Simmons,Lizbet
    • title: The prison school: educational inequality and school discipline in the age of mass incarceration
    • date: 2016
    • words: 193
    • flesch: 42
    • summary: As public schools and offices of justice have become collaborators in punishment, rates of African American suspension and expulsion have soared, dropout rates have accelerated, and prison populations have exploded. The Prison School, as locals called it, enrolled low-income African American boys who had been removed from regular public schools because of nonviolent disciplinary offenses, such as tardiness and insubordination.
    • keywords: criminal; justice; prison; public; school
    • versions: original; plain text
59. RefID-513-osborne2020reinventing
    • author: Osborne,David
    • title: Reinventing the New Orleans Public Education System
    • date: 2020
    • words: 146
    • flesch: 58
    • summary: Over the next nine years, the RSD gradually turned them all into charter schools--a new form of public school that has emerged over the past quarter century. Charters are public schools operated by independent, mostly nonprofit organizations, free of most state and district rules but held accountable for performance by written charters, which function like performance contracts.
    • keywords: new; public; schools
    • versions: original; plain text
60. RefID-514-jewell2014mixing
    • author: Jewell,Joseph O.
    • title: Mixing bodies and minds: race, class and 'mixed schooling' controversies in New Orleans and Atlanta, 1874-87
    • date: 2014
    • words: 139
    • flesch: 34
    • summary: Jewell argues that analyses of racial formation should give attention to discursive links between race and class in struggles over social reproduction because maintaining racial hierarchies in periods of social change requires constructing new cultural narratives that reproduce economic dominance over racial minorities. Jewell's study analyses these cases to explore social reproduction as a link between race and class as social structures.
    • keywords: access; class; racial; social
    • versions: original; plain text
61. RefID-52-jabbar2014policymakers
    • author: Jabbar,Huriya
    • title: How Policymakers Define ‘Evidence’: The Politics of Research Use in New Orleans
    • date: 2014
    • words: 206
    • flesch: 41
    • summary: Nearly ten years after Katrina and the implementation of a host of new and radical education reforms in New Orleans, there remains little evidence about whether the changes have improved school performance. In this article the authors ask how policymakers in New Orleans and at the state level define, access and interpret research or evidence on the reforms, and how, if at all, such evidence informs their decision-making.
    • keywords: evidence; new; orleans; policymakers
    • versions: original; plain text
62. RefID-545-daily2017apparent
    • author: Daily Journal,of Commerce
    • title: Apparent low bidders on New Orleans-area projects
    • date: 2017
    • words: 206
    • flesch: 56
    • summary: N/A Opened: Dec. 20 Project: Amber Street Drainage Improvements, St. Tammany Parish Owner: Project: Del Oaks Drive Culvert Replacement, St. Tammany Parish Owner:
    • keywords: firm; owner; parish; project; tammany
    • versions: original; plain text
63. RefID-562-jewell2014other(ing)
    • author: Jewell,Joseph
    • title: Other(ing) People's Children: Social Mothering, Schooling, and Race in Late Nineteenth Century New Orleans and San Francisco
    • date: 2014
    • words: 148
    • flesch: 38
    • summary: In New Orleans and San Francisco, two cities where racial minorities used public education to achieve and reproduce middle-class position, white women principals were central figures in struggles over schooling that contributed to the de jure segregation of black and Asian children. In both incidents, public opinion held white professional women responsible for ensuring the racial purity of white children's public spaces and social identities.
    • keywords: class; public; racial; social
    • versions: original; plain text
64. RefID-579-buras2015frederick
    • author: Buras,Kristen L.
    • title: Frederick Douglass High School in New Orleans: School Closings, Race, and the Dangers of Policy without History
    • date: 2015
    • words: 133
    • flesch: 41
    • summary: The community's spirited effort to honor the school's African American legacy and acquire greater resources from the state-run Recovery School District, in opposition to support for privately managed charter schools, provides a striking case study of resistance to current reforms and their costs. Amid mass charter school development and the School Facilities Master Plan aimed at reconstructing the city's education landscape, Douglass remained one of the only open access public high schools in the historic Upper 9th Ward.
    • keywords: charter; douglass; high; school; state
    • versions: original; plain text
65. RefID-583-daily2016apparent
    • author: Daily Journal,of Commerce
    • title: Apparent low bidders on New Orleans-area projects
    • date: 2016
    • words: 70
    • flesch: 60
    • summary: St. Charles Parish School Board Firm: Frickey Brothers Construction, Paradis Bid amount: $747,000 Opened: Jan. 6 Project: Repair and Rehabilitation of Effluent Pumps and Motors No. 2 and 3 at the Harahan Wastewater Treatment Plant Owner: Project: Elementary School Lighting Fixture Replacement at various locations, St. Charles Parish Owner:
    • keywords: bid; jan; parish
    • versions: original; plain text
66. RefID-590-michna2011theatre,
    • author: Michna,Catherine
    • title: Theatre, Spiritual Healing, and Democracy in the City: Go Ye Therefore... in Katrina+5 New Orleans
    • date: 2011
    • words: 213
    • flesch: 43
    • summary: Since 2005, ArtSpot has broadened its communityengagement methods to produce performance projects that help transform the racial divide in New Orleans and heal local individuals and communities from the material, psychic, and spiritual damage that the 2005 Federal Flood inflicted. According to Mwase in an interview, ArtSpot's research into local Baptist congregations revealed to them the extent to which churches in New Orleans both reinforce the city's racial divide and ground local communities.
    • keywords: artspot; local; mwase; new; orleans
    • versions: original; plain text
67. RefID-6-knipp2022a
    • author: Knipp,Hannah
    • title: “A Powerful Visual Statement”: Race, Class, and Gender in Uniform and Dress Code Policies in New Orleans Public Charter Schools
    • date: 2022
    • words: 165
    • flesch: 50
    • summary: The racist, classist, and sexist language deployed within the policies is exposed while specifically centering the disproportionate regulation of young black female bodies in dress code policies. Drawing on intersectionality and the concept of misogynoir, this study attempts to dissect what school policies communicate about race, class, and gender.
    • keywords: code; dress; policies; uniform
    • versions: original; plain text
68. RefID-604-new2006commentary-
    • author: New Orleans,CityBusiness Staff
    • title: Commentary: New Orleans students deserve better protection
    • date: 2006
    • words: 127
    • flesch: 59
    • summary: Alandrus Lesene, an 18-year-old senior at St. Mary's Academy in New Orleans, said students at public schools bribe security guards to sneak weapons inside. School officials say they feel almost helpless to stop the mayhem.
    • keywords: crimes; school; violent
    • versions: original; plain text
69. RefID-615-citybusiness2007orleans
    • author: CityBusiness,Staff Report
    • title: New Orleans native named new education superintendent
    • date: 2007
    • words: 167
    • flesch: 66
    • summary: As an advocate for quality public education, Pastorek served as chairman for the Recovery School District Advisory Committee, a 23- member committee comprised of state-level and community leaders who advised Cecil Picard] on current RSD school activities and the long-term plans for the rebuilding of public schools in Orleans Parish post- hurricane. Under Cecil's leadership and this board's guidance for the last 11 years, the administrators and teachers in this state have made significant improvements in public education and in the lives of children, Pastorek said.
    • keywords: education; pastorek; public; state
    • versions: original; plain text
70. RefID-627-2011politics
    • author: Garda,Robert A.,,Jr
    • title: The politics of education reform: lessons from New Orleans
    • date: 2011
    • words: 201
    • flesch: 52
    • summary: Part V explores the political lessons other school districts and states can learn from the New Orleans experience, particularly as it relates to state takeover, charter schools, and school choice plans. The Orleans Parish School Board (OPSB), the entity in control of New Orleans public schools prior to the storm, was plagued by corruption and financial mismanagement.12 Prior to the hurricane the district was officially bankrupt, with over $265 million in debt.13 Corruption had become so rampant that the FBI set up a task force housed in the district headquarters which led to dozens of criminal indictments.14
    • keywords: new; opsb; orleans; school
    • versions: original; plain text
71. RefID-632-jeffers2020epistemological
    • author: Jeffers,Elizabeth K.
    • title: Epistemological defiance: troubling the notion of authorship, collaboration, and re-presentation in dissertation research
    • date: 2020
    • words: 154
    • flesch: 29
    • summary: Bringing our unique positionalities to the forefront, this article focuses on voice (oral story) and how voice functions in (written) text for researcher and participants in dissertation research. We argue that dissertation research is a collaborative and relational process that involves: the participants, the author, the advisor, the bodies of knowledge, and the ethical and moral principles that frame the process.
    • keywords: article; process; research
    • versions: original; plain text
72. RefID-637-capochino2005question
    • author: Capochino,April
    • title: Question of authority plagues New Orleans Public Schools
    • date: 2005
    • words: 259
    • flesch: 65
    • summary: Lourdes Moran, Orleans Parish School Board vice president, spearheaded the Algiers Charter School Association - of which she is also a member - to turn 13 West Bank schools into charter schools, which were originally scheduled to reopen last Monday... I think what's going on right now is a little bit confusing, said Tulane University President Scott Cowen, who chairs Mayor C. Ray Nagin's Bring Back New Orleans education committee.
    • keywords: board; confused; new; orleans; schools; state
    • versions: original; plain text
73. RefID-638-maloney2007orleans
    • author: Maloney,Stephen
    • title: New Orleans schools gradually return to normalcy
    • date: 2007
    • words: 98
    • flesch: 60
    • summary: Sixty-one facilities have been repaired and reopened, 10 by the NOPS and 51 by the RSD, at a cost of $87 million, according to the February RSD restoration funding status report presented to the state Senate Education Committee. The RSD and NOPS will work together on a master plan for New Orleans public schools, according to the Senate committee report.
    • keywords: nops; rsd
    • versions: original; plain text
74. RefID-655-maxwell2007rookie
    • author: Maxwell,Lesli A.
    • title: Rookie Teachers, Stressed Students Confront Realities of New Orleans' Schools After Storm.(John McDonogh Senior High School)
    • date: 2007
    • words: 108
    • flesch: 53
    • summary: Scores of teenagers streamed out of John McDonogh Senior High School in this city's storied Treme neighborhood on a recent afternoon as a dozen security guards and city police officers stood watch along the sidewalk. The three-story brick school sits on Esplanade Avenue in Treme, the neighborhood just north of the French Quarter that is famous for producing some of the city's most talented musicians and brass bands.
    • keywords: city; neighborhood; treme
    • versions: original; plain text
75. RefID-656-capochino2005chartering
    • author: Capochino,April
    • title: Chartering change in New Orleans' schools
    • date: 2005
    • words: 273
    • flesch: 74
    • summary: Nearly 1,600 students will return to five West Bank schools in New Orleans this week - Eisenhower, Martin Behrman Elementary, Alice M. Harte Elementary, O. Perry Walker Senior High and Edna Karr Senior High. In the main office of Dwight D. Eisenhower Elementary School in lower Algiers, Principal Cynthia Bernard chats with teachers while writing in large black letters across the back of a white banner:
    • keywords: bernard; charter; eisenhower; elementary; new; schools
    • versions: original; plain text
76. RefID-659-capochino2006orleans
    • author: Capochino,April
    • title: New Orleans schools open slowly but strongly
    • date: 2006
    • words: 202
    • flesch: 75
    • summary: The district has the authority to reopen five more schools, including Warren Easton High School on Canal Street, which may reopen next, said School Board President Phyllis Landrieu. State education officials say all students who want to return to New Orleans schools will have a spot, but Mitchell said students are being turned away.
    • keywords: mitchell; orleans; school
    • versions: original; plain text
77. RefID-660-capochino2005orleans
    • author: Capochino,April
    • title: New Orleans school principals study leadership
    • date: 2005
    • words: 140
    • flesch: 57
    • summary: Robin Morris is one of 24 New Orleans principals accepted into this year's School Leadership Center of Greater New Orleans, which means she's agreed to spend part of her summer vacation learning how to improve her school. The biggest turnover is in New Orleans Public Schools, he said.
    • keywords: center; orleans; principals
    • versions: original; plain text
78. RefID-661-capochino2006hurricane
    • author: Capochino,April
    • title: Hurricane Betsy was kinder to New Orleans schools
    • date: 2006
    • words: 116
    • flesch: 69
    • summary: While flooding wrecked schools in the Lower Ninth Ward, Lakeview, Gentilly and eastern New Orleans, much of the damage was the result of deferred maintenance, said Pat Reilly, the district's director of facilities and construction and head of Alvarez & Marsal real estate advisory group. After Hurricane Katrina, all 124 New Orleans Public Schools remained closed for at least two months.
    • keywords: hurricane; katrina; p.m.
    • versions: original; plain text
79. RefID-662-citybusiness2007town
    • author: CityBusiness,Staff Report
    • title: Town hall meeting to discuss New Orleans public school study
    • date: 2007
    • words: 170
    • flesch: 61
    • summary: A citywide assessment of the New Orleans public schools is the right starting point to refocus attention on student achievement and long-term improvement, said newly appointed state education Superintendent Paul Pastorek. This is the initial step in an ongoing community engagement process focused on public education.
    • keywords: community; education; new; orleans; public
    • versions: original; plain text
80. RefID-663-singletary2006orleans
    • author: Singletary,Mark
    • title: New Orleans charter schools should be kept away from Orleans Parish School Board
    • date: 2006
    • words: 140
    • flesch: 52
    • summary: After hearing from the parish school board that the Canal Street high school would not reopen, the foundation board for Easton petitioned the school system for a local charter to operate Easton independently, according to a spokesperson for the foundation. The question that comes to mind is how to differentiate the good work and the good will that will happen at Easton from the good work that's being done at all the new charter schools.
    • keywords: easton; foundation; school
    • versions: original; plain text
81. RefID-664-maloney2006york
    • author: Maloney,Stephen
    • title: New York firm will stay on to help New Orleans Public Schools with its bungled finances
    • date: 2006
    • words: 118
    • flesch: 59
    • summary: Some major posts have been filled, Roberti said, pointing to the recent hiring of Acting Superintendent Darryl Kilbert and Chief Financial Officer Stan Smith. Our original contract was written to come in, fix the financial situation, hire the appropriate people and leave, said A&M Managing Director Bill Roberti.
    • keywords: a&m; financial; roberti; superintendent
    • versions: original; plain text
82. RefID-666-capochino2006ny-based
    • author: Capochino,April
    • title: NY-based Alvarez & Marsal officials endure criticism to overhaul New Orleans Public Schools
    • date: 2006
    • words: 320
    • flesch: 81
    • summary: I think they've done a good job, said school board member Jimmy Fahrenholtz. They spend between 14 and 18 hours per day fixing the payroll system, opening schools in Algiers and elsewhere in the city and working with the Federal Emergency Management Agency to repair damaged buildings.
    • keywords: contract; hours; lambert; school; work
    • versions: original; plain text
83. RefID-668-capochino2006parents-
    • author: Capochino,April
    • title: Parents: Eastern New Orleans schools overlooked in recovery efforts
    • date: 2006
    • words: 138
    • flesch: 58
    • summary: My concern that is other than Lake Forest Montessori in the (Francis) Gaudet (School) building, I don't see anything else happening in the eastern New Orleans area, said Alice Midkiff, who proposed Einstein Charter School with her husband, Ron Midkiff, three months before Katrina. Mike Thompson, forensic accountant for the school district and a senior director with Alvarez & Marsal, the New York firm hired before Katrina to turn around the district, said he is aware of the high need in eastern New Orleans.
    • keywords: einstein; new; orleans; school
    • versions: original; plain text
84. RefID-669-webster2009orleans
    • author: Webster,Richard A.
    • title: New Orleans public school students to propose security ideas
    • date: 2009
    • words: 86
    • flesch: 30
    • summary: New Orleans students increasingly uncomfortable with what they describe as the prison-like atmosphere at many of their public schools will present alternative security solutions to Recovery School District Superintendent Paul Vallas at 10 a.m. Thursday at John Dibert Elementary School, 4217 Orleans Ave. The Rethinkers, a four-year-old organization of students and adult advisers, have come up with a four-point plan they believe will create safety through dignity and establish a positive foundation of problem-solving as they progress through the school system.
    • keywords: orleans; school; students
    • versions: original; plain text
85. RefID-676-capochino2005authority
    • author: Capochino,April
    • title: Who has the authority to determine the future of New Orleans Public Schools?
    • date: 2005
    • words: 197
    • flesch: 68
    • summary: Since the hurricane, in addition to Nagin's Bring Back New Orleans Committee to discuss the long-term future of the schools, Gov. Kathleen Babineaux Blanco proposed a bill to take over all 68 failing schools in the district. I think what's going on right now is a little bit confusing, said Tulane University President Scott Cowen, who chairs Mayor C. Ray Nagin's Bring Back New Orleans education committee.
    • keywords: confused; new; orleans; schools; state
    • versions: original; plain text
86. RefID-678-citybusiness2006orleans
    • author: CityBusiness,Staff Reports
    • title: New Orleans CityBusiness to honor 50 'Women of the Year'
    • date: 2006
    • words: 68
    • flesch: 67
    • summary: New Orleans CityBusiness has chosen 50 honorees for its eighth annual Women of the Year awards luncheon to take place Nov. 10 at the Sheraton Hotel. Honorees were selected based on successes in business and contributions to the New Orleans community.
    • keywords: new; orleans
    • versions: original; plain text
87. RefID-682-maxwell2007city
    • author: Maxwell,Lesli A.
    • title: City Yearns for Rebirth Among Ruin; New Orleans sets sights higher as schools open
    • date: 2007
    • words: 140
    • flesch: 72
    • summary: As many as 33,000 children are expected to report to one of the campuses in the city's patchwork of charter and traditional public schools. Over the next few weeks, dozens of schools will open across New Orleans for the second full academic year since Hurricane Katrina.
    • keywords: city; schools; year
    • versions: original; plain text
88. RefID-687-larose2005orleans
    • author: LaRose,Greg
    • title: Orleans Parish School Board purchases JRL Enterprises of New Orleans' I CAN Learn program
    • date: 2005
    • words: 131
    • flesch: 63
    • summary: The study of the I CAN Learn pilot program in Jefferson Parish Public Schools led to JRL's distinction from the WWC in its 30- month review of more than 800 studies of math programs. Regrouping after the loss of his business, John Lee] went to work in New Orleans as a consulting engineer and met John Alvendia, an electrical engineer with Chevron who would become JRL's executive vice president.
    • keywords: john; jrl; program
    • versions: original; plain text
89. RefID-688-capochino2005questions
    • author: Capochino,April
    • title: Questions abound about fate of New Orleans public schools on the East Bank
    • date: 2005
    • words: 150
    • flesch: 66
    • summary: Sanders said they can't plan to rebuild schools until they know how many students and teachers will return. The Washington, D.C.-based National Education Association estimates it costs an average of $11 million to rebuild an elementary school, $15 million to rebuild a middle school and $31 million to rebuild a high school.
    • keywords: sanders; school
    • versions: original; plain text
90. RefID-690-capochino2006fixing
    • author: Capochino,April
    • title: Fixing finances is nothing new to incoming New Orleans schools CFO
    • date: 2006
    • words: 121
    • flesch: 66
    • summary: Stan Smith] will shadow Doug Lambert] until Alvarez & Marsal's contract expires in December. The district is infamous for its muddled finances, missing money and corruption, but Lambert said Smith is aware of that.
    • keywords: district; smith
    • versions: original; plain text
91. RefID-691-capochino2005fate
    • author: Capochino,April
    • title: Fate of East Bank New Orleans public schools remains in question
    • date: 2005
    • words: 109
    • flesch: 81
    • summary: We're really going to have to take a look at what neighborhoods are rebuilt and what jobs are available for people before we even talk about rebuilding schools, Torin Sanders] said. Definitely there will be a rebuilding of schools but it won't be done in isolation.
    • keywords: schools
    • versions: original; plain text
92. RefID-692-2007survey
    • author: None
    • title: Survey reveals brighter future ahead for New Orleans puiblic education
    • date: 2007
    • words: 200
    • flesch: 48
    • summary: Transforming public education in New Orleans will not happen overnight. This is our opportunity to transform public schools in New Orleans from obstacles into assets for economic growth.
    • keywords: community; education; new; orleans
    • versions: original; plain text
93. RefID-694-capochino2005orleans
    • author: Capochino,April
    • title: New Orleans schools invest $50,000 in superintendent search
    • date: 2005
    • words: 79
    • flesch: 62
    • summary: The OPSB recently hired Ora Watson as interim superintendent but she has not said whether she will apply for the full-time position, Phyllis Landrieu] said. The New Orleans Public Schools superintendent search committee hopes to have a search firm in place by Sept. 26 and a superintendent hired by the end of January 2006.
    • keywords: search; superintendent
    • versions: original; plain text
94. RefID-695-capochino2006orleans
    • author: Capochino,April
    • title: New Orleans Public School officials should start search for new superintendent
    • date: 2006
    • words: 175
    • flesch: 67
    • summary: Education experts say the perfect time for New Orleans Public School officials to search for a new leader is now as the school year winds down and superintendents finish out contracts in districts across the country. If anything (the district) is up against a lot of negative media.
    • keywords: new; school; search; year
    • versions: original; plain text
95. RefID-698-singletary2005commentary-
    • author: Singletary,Mark
    • title: Commentary: New Orleans' education woes make vouchers more appealing
    • date: 2005
    • words: 185
    • flesch: 70
    • summary: In the just finished legislative session, a bill to allow vouchers for children to opt out of public schools and enter the local parochial system was defeated. That being said, I have to admit that it is time to consider alternatives for children attending New Orleans Public Schools.
    • keywords: children; orleans; schools
    • versions: original; plain text
96. RefID-7-henry2016locking
    • author: Henry,Kevin Lawrence
    • title: Locking the Door Before We Got the Keys: Racial Realities of the Charter School Authorization Process in Post-Katrina New Orleans
    • date: 2016
    • words: 101
    • flesch: 30
    • summary: Charter schools have become the hegemonic “solution” for urban educational reform initiatives aimed at curtailing longstanding race-based educational inequities. We center on the perspectives of African American educational actors.
    • keywords: charter; educational; schools
    • versions: original; plain text
97. RefID-701-citybusiness2007recovery
    • author: CityBusiness,Staff Report
    • title: Recovery School District, New Orleans School Board to partner on master plan
    • date: 2007
    • words: 136
    • flesch: 54
    • summary: The short-term facility plans for the RSD for the 2007-08 school year include the completion of 15 building restoration projects at existing RSD and OPSB school facilities and the addition of 12-15 modular campuses at RSD and OPSB school sites, adding about 16,000 student seats to Orleans Parish. The fact that the city, RSD and OPSB are going to be working together with the community to develop a long-term plan for the public school system should send a strong signal about our joint determination to create a better future for our children, OPSB President Phyllis Landrieu said.
    • keywords: opsb; rsd; schools
    • versions: original; plain text
98. RefID-707-capochino2005orleans
    • author: Capochino,April
    • title: New Orleans business leaders tout magnet schools as economic asset
    • date: 2005
    • words: 93
    • flesch: 76
    • summary: There is a high demand for magnet schools in Orleans and Jefferson parishes where schools are not rated as highly as those in Tangipahoa, St. Charles and St. Tammany parishes, which have no magnet schools. and Haynes Middle School in Metairie.
    • keywords: franklin; schools
    • versions: original; plain text
99. RefID-713-citybusiness2006capital
    • author: CityBusiness,Staff Report
    • title: Capital One Financial Corp. donates $3M to help New Orleans education
    • date: 2006
    • words: 83
    • flesch: -36
    • summary: Capital One will also donate $1 million in grants to the following 20 organizations in greater New Orleans: Catholic Charities, City Park, City Year, Community Development Capital, Delgado Community College, Dryades YMCA, Habitat for Humanity, Friends of the Jefferson Parish Library System, Jefferson Parish Public Schools, Kingsley House, Lighthouse for the Blind, Louisiana Philharmonic Orchestra, New Orleans Musician's Clinic, Neighborhood Housing Services, New Orleans Neighborhood Development Collaborative, New Orleans Public Library Foundation, New Schools for New Orleans, Nunez Community College, St...
    • keywords: city; community; new; orleans
    • versions: original; plain text
100. RefID-715-larose2004orleans
     • author: LaRose,Greg
     • title: New Orleans Public Schools' programs help disadvantaged students gain college acceptance
     • date: 2004
     • words: 185
     • flesch: 55
     • summary: Summerbridge, which operates at the Newman campus, is one of a handful of local efforts to open the doors of the college admission process to public school students in Orleans Parish. Director Anna Zorrilla said a strong performance in middle school can channel students to a high school that will prepare them for post-secondary education, either one of the public magnet schools or a parochial or private school where possible.
     • keywords: orleans; public; school; students; summerbridge
     • versions: original; plain text
101. RefID-716-esker2006wireless
     • author: Esker,Fritz
     • title: Wireless laptop usage increases among New Orleans-area middle and high schools
     • date: 2006
     • words: 216
     • flesch: 72
     • summary: We don't have a one-to-one student to laptop ratio, but we use them in portable labs in almost every subject, said Jane Ann Frosch]. At Chapelle, computers are used on a regular basis in grade levels eight through 12.
     • keywords: classroom; computers; schools; students; wireless
     • versions: original; plain text
102. RefID-717-webster2005school
     • author: Webster,Richard A.
     • title: School options limited, costly for autistic children in New Orleans
     • date: 2005
     • words: 164
     • flesch: 74
     • summary: A new program for autistic children at St. Louise de Marillac School in Arabi will cost $8,000. The tuition at St. Michael's is $3,200 per year.
     • keywords: michael; new; school
     • versions: original; plain text
103. RefID-719-roberts2005orleans
     • author: Roberts,Deon
     • title: New Orleans School Board works to boost Superintendent Amato's salary
     • date: 2005
     • words: 128
     • flesch: 68
     • summary: The Orleans Parish School Board is concerned Anthony Amato] eventually will be made a job offer he can't refuse. Amato has been offered jobs in Miami-Dade County, Fla., Houston and Seattle, but he promised not to entertain those offerings, said District 3 Board Member Jimmy Fahrenholtz.
     • keywords: amato; board
     • versions: original; plain text
104. RefID-720-capochino2006orleans
     • author: Capochino,April
     • title: The New Orleans Recovery School District launches aggressive search for teachers
     • date: 2006
     • words: 205
     • flesch: 58
     • summary: According to 2005- 06 state Department of Education data, Orleans Parish paid $42,262 in average teacher salaries, Jefferson Parish paid $42,563 and St. Tammany paid $43,962. If I could characterize the plan - it's a transition plan, said Paul Pastorek, RSD Advisory Committee chairman.
     • keywords: best; pay; plan; rsd; teacher
     • versions: original; plain text
105. RefID-724-webb2003interview
     • author: Webb,Mary
     • title: Interview with New Orleans Public School Superintendent
     • date: 2003
     • words: 251
     • flesch: 69
     • summary: And that's not to say there aren't bright spots in the educational system or that there aren't great teachers or great principals. I said we are going to have the greatest gains on the (Louisiana Educational Assessment Program) exam of any parish in the state.
     • keywords: educational; students; superintendent; system
     • versions: original; plain text
106. RefID-725-capochino2005botched
     • author: Capochino,April
     • title: Botched charter school plan spurs latest New Orleans school board infighting
     • date: 2005
     • words: 268
     • flesch: 64
     • summary: School Board President Torin Sanders and Interim Superintendent Ora Watson have decided four schools on the West Bank - O. Perry Walker High School, Dwight D. Eisenhower Elementary School, Martin Behrman Elementary School and Alice M. Harte Elementary School - will reopen Nov. 14 as New Orleans Public Schools, not charter schools. That announcement contradicts an Oct. 7 School Board decision to turn all 13 West Bank schools into charter schools and open eight schools in November.
     • keywords: board; charter; elementary; order; orleans; plan; school
     • versions: original; plain text
107. RefID-726-2007orleans
     • author: None
     • title: New Orleans Recovery School District interim leader to leave May 31
     • date: 2007
     • words: 142
     • flesch: 76
     • summary: Dr. Robin Jarvis] served this state and the New Orleans community with courage and tenacity, said Paul Pastorek]. As the end of our first full school year approaches, it's time for me to move on, to spend more time with my family and begin a new chapter in my life.
     • keywords: leadership; new; orleans
     • versions: original; plain text
108. RefID-731-capochino2005teachers
     • author: Capochino,April
     • title: Teachers turn to fund-raising to fix crumbling New Orleans' schools
     • date: 2005
     • words: 158
     • flesch: 69
     • summary: George said an outside vendor, A Minority Entity Services Inc. of Norco, is responsible for supplying cleaning supplies and floor wax to the schools. It's very odd and it's very sad that that has to happen, said Sajan George, managing director for Alvarez & Marsal and chief operating officer for the school district.
     • keywords: george; supplies
     • versions: original; plain text
109. RefID-733-roberts2004orleans
     • author: Roberts,Deon
     • title: New Orleans area's public schools say lead paint isn't a problem
     • date: 2004
     • words: 188
     • flesch: 63
     • summary: Some tests on some exteriors have come back where there is lead paint but it has been encapsulated with other paint. Not all surfaces in all buildings have been tested, he said, but he is not aware of peeling or deteriorating paint.
     • keywords: lead; paint; parish
     • versions: original; plain text
110. RefID-736-roberts2004inner-city
     • author: Roberts,Deon
     • title: Inner-city teachers work to remedy bleak situations in New Orleans
     • date: 2004
     • words: 146
     • flesch: 61
     • summary: Public school teachers with a bachelor's degree in St. Charles Parish earn about $3,314 more than their Orleans Parish colleagues. St. Tammany Parish starts teachers out at about $3,753 more than Orleans.
     • keywords: elementary; lafayette; parish; school
     • versions: original; plain text
111. RefID-742-roberts2004loss
     • author: Roberts,Deon
     • title: Loss of corporate donors in New Orleans increases pressure on nonprofit budgets
     • date: 2004
     • words: 127
     • flesch: 53
     • summary: In 2004, companies are budgeting more for corporate contributions. Officials with ChevronTexaco, Entergy, Hibernia and Cox Communications Inc. said they plan to increase corporate contributions this year.
     • keywords: contributions; entergy; shakespeare
     • versions: original; plain text
112. RefID-746-roberts2003cost
     • author: Roberts,Deon
     • title: Cost likely rules out classroom cameras in New Orleans schools
     • date: 2003
     • words: 134
     • flesch: 68
     • summary: Charlotte Matthew, principal of Avery Alexander Elementary School in Gentilly, said she would have to have more research before deciding how she feels about cameras in schools. Sue Durbin, spokeswoman for Biloxi Public School District, said Biloxi is the first school district in the United States to put cameras in every classroom.
     • keywords: cameras; school
     • versions: original; plain text
113. RefID-749-citybusiness2006emeril,
     • author: CityBusiness,Staff Report
     • title: Emeril, Wynton energize New Orleans school event
     • date: 2006
     • words: 57
     • flesch: 36
     • summary: Students attended from Orleans parish public schools, which included Ben Franklin Elementary, Mary McLeod Bethune, and charter schools from Orleans Parish and Algiers Charter School Association and parochial schools such as St. Michael's Special School. Students cheered a cooking demonstration of Jivin' Jambalaya with Wynton Marsalis] on trumpet with his septet including Don Vappie on banjo.
     • keywords: schools; students
     • versions: original; plain text
114. RefID-750-capochino2005orleans
     • author: Capochino,April
     • title: New Orleans Public School Board rescinds charter school mission
     • date: 2005
     • words: 50
     • flesch: 64
     • summary: School Board President Torin Sanders and Interim Superintendent Ora Watson said Tuesday four schools on the West Bank will reopen: O. Perry Walker High School, Dwight D. The nearly 3,000 New Orleans Public School students may be more confused than the School Board when they return to school in November.
     • keywords: board; school
     • versions: original; plain text
115. RefID-752-capochino2006residents
     • author: Capochino,April
     • title: Residents determined to tough out New Orleans
     • date: 2006
     • words: 136
     • flesch: 79
     • summary: Craig Stewart owns Creative Motivational Services, a New Orleans-based firm specializing in career planning, peer pressure, social issues and self-improvement. Stewart, a native New Orleanian and a New Orleans Public Schools graduate, had plenty of work in Dallas and Houston and after the storm and contemplated staying in Texas.
     • keywords: new; orleans; stewart
     • versions: original; plain text
116. RefID-753-roberts2004greater
     • author: Roberts,Deon
     • title: Greater New Orleans Hotel & Lodging Assn. to file suit over World Trade Center deal
     • date: 2004
     • words: 130
     • flesch: 64
     • summary: The NOMCVB, Orleans Parish Public Schools, the Convention Center, New Orleans Tourism Marketing Corp., the Louisiana Stadium and Exposition District and the RTA will forego an estimated $202 million in hotel occupancy taxes over 30 years, according to the New Orleans-based BGR. The tax increment financing diverts public funds that are already dedicated and badly needed by our public schools and our economic and transportation infrastructure, Dupepe said.
     • keywords: orleans; public; tax
     • versions: original; plain text
117. RefID-759-citybusiness2006tipitinas
     • author: CityBusiness,Staff Report
     • title: Tipitina's Foundation event to aid New Orleans public school band programs
     • date: 2006
     • words: 93
     • flesch: 54
     • summary: Concert proceeds from the cover charge and silent auction will help buy musical instruments for New Orleans public school band programs. Since its inception, Instruments A Comin' has provided more than $500,000 worth of donated instruments to young musicians.
     • keywords: instruments; tipitina
     • versions: original; plain text
118. RefID-762-gumus-dawes2013state
     • author: Gumus-Dawes,Baris
     • title: The State of Public Schools in Post-Katrina New Orleans
     • date: 2013
     • words: 190
     • flesch: 43
     • summary: In order to guarantee equal educational opportunities to all of the city’s students, the school system must both look inward (limiting the selectivity system that favors a few schools and renewing its commitment to the city’s traditional public schools), and outward (taking a more balanced, regional approach to school choice by enhancing options for its students in the form of regional magnet schools and new interdistrict programs, which do not yet exist). The new system steers a minority of students, including virtually all of the city’s white students, into a set of selective, higher—performing schools and steers another group, including most of the city’s students of color, into a group of lower—performing schools.
     • keywords: city; schools; students; system
     • versions: original; plain text
119. RefID-767-staff2003microsoft
     • author: Staff
     • title: Microsoft honors New Orleans public school graduates in corporate film
     • date: 2003
     • words: 77
     • flesch: 70
     • summary: Students can earn Microsoft and CompTIA certifications as well as take Oracle Database classes. Justin Bates, Aaron Phipps, 2003 graduates, and 2000 graduates Curtis Colly and Nelson Lemieux earned Microsoft certifications while at the center.
     • keywords: center; graduates; science
     • versions: original; plain text
120. RefID-769-abdulkadiroglu2014charters
     • author: Abdulkadiroglu,Atila
     • title: Charters Without Lotteries: Testing Takeovers in New Orleans and Boston
     • date: 2014
     • words: 127
     • flesch: 45
     • summary: Estimates for a large sample of takeover schools in the New Orleans Recovery School District show substantial gains from takeover enrollment. We use this fact to construct instrumental variables estimates of the effects of passive charter attendance: the grandfathering instrument compares students at schools designated for takeover with students who appear similar at baseline and who were attending similar schools not yet closed, while adjusting for possible violations of the exclusion restriction in such comparisons.
     • keywords: estimates; gains; students
     • versions: original; plain text
121. RefID-779-kennedy2021william
     • author: Kennedy,Al
     • title: William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans New York: Peter Lang, 2020. 302 pp
     • date: 2021
     • words: 147
     • flesch: 36
     • summary: Orleans Parish School Board officials, along with Alvarez & Marsal Public Sector Services, their hired guns, were complicit in the takeover by summarily firing forty-three hundred veteran teachers, costing New Orleans an average fifteen years of teaching experience per person. In 1961, a plumber without classroom or administrative educational experience was given “complete authority to act on all school matters” (p. 66) in the Ninth Ward Cooperative School, an all-White alternative to integrated public schools in New Orleans.
     • keywords: new; orleans; public; school
     • versions: original; plain text
122. RefID-780-singletary2006orleans
     • author: Singletary,Mark
     • title: New Orleans CityBusiness hosts eighth annual Women of the Year celebration
     • date: 2006
     • words: 157
     • flesch: 67
     • summary: Voitier, superintendent of St. Bernard Parish Public Schools, set herself apart by going forth and achieving one simple goal - ensuring the children of St. Bernard Parish would have access to education after Hurricane Katrina. Under Voitier's leadership and in spite of government obstacles, the schools in St. Bernard opened before Christmas last year.
     • keywords: bernard; voitier
     • versions: original; plain text
123. RefID-784-capochino2006orleans
     • author: Capochino,April
     • title: New Orleans needs 28,500 more school seats next semester
     • date: 2006
     • words: 73
     • flesch: 58
     • summary: Mike Thompson, forensic accountant for Alvarez and Marsal, reported to the Bring New Orleans Back Education Committee at the Sheraton in New Orleans Monday night. State and local school officials estimate there will need to be enough classroom space for 28,500 New Orleans Public School students by August.
     • keywords: new; orleans
     • versions: original; plain text
124. RefID-785-finn2012benjamin
     • author: Finn,Chester E.
     • title: Benjamin Franklin High School: New Orleans, LA
     • date: 2012
     • words: 105
     • flesch: 71
     • summary: Located on the campus of the University of New Orleans, on the shore of Lake Pontchartrain, the Benjamin Franklin High School (BFHS) has three notable distinctions: It’s the highest-achieving public high school in all of Louisiana. Before Hurricane Katrina hit the Crescent City in 2005, Ben Franklin was a selective academic magnet within the Orleans Parish school
     • keywords: high; orleans; school
     • versions: original; plain text
125. RefID-787-citybusiness2006thelonious
     • author: CityBusiness,Staff Report
     • title: Thelonious Monk Institute of Jazz teachers coming to New Orleans
     • date: 2006
     • words: 70
     • flesch: 40
     • summary: The Thelonious Monk Institute of Jazz, a nonprofit education organization, will introduce its Jazz in America: The National Jazz Curriculum to public school students in New Orleans and along the Gulf Coast Feb. 20-24. Jazz in America is the Institute's Internet- based jazz curriculum that is available to all fifth-, eighth- and 11th-grade public school students as a regular part of social studies or American history classes.
     • keywords: america; jazz
     • versions: original; plain text
126. RefID-8-jabbar2015every
     • author: Jabbar,Huriya
     • title: Every Kid Is Money: Market-Like Competition and School Leader Strategies in New Orleans
     • date: 2015
     • words: 118
     • flesch: 59
     • summary: Findings suggest that school leaders did experience market pressures, yet their responses to such pressures varied, depending in part on their perceptions of competition and their status in the market hierarchy. However, do school leaders recognize market pressures?
     • keywords: market; school
     • versions: original; plain text
127. RefID-801-citybusiness2006schools
     • author: CityBusiness,Staff Report
     • title: Two more schools to reopen in Orleans Parish
     • date: 2006
     • words: 120
     • flesch: 67
     • summary: An elementary school will reopen at McDonogh 7 Elementary School and Mary Bethune school will reopen on the campus of Arthur Ashe School until final repairs are completed on Bethune's existing building. As of the week of Jan. 23, about 9,600 students were registered and about 8,700 students were in classes, school officials said.
     • keywords: school; students
     • versions: original; plain text
128. RefID-802-oconnor2004commentary-
     • author: O'Connor,Terry
     • title: Commentary: Amato, Nagin need to succeed for New Orleans New Year to be happy
     • date: 2004
     • words: 99
     • flesch: 46
     • summary: In New Orleans, two men hold the key to whether this region will take part in the impending national economic upsurge: Mayor C. Ray Nagin and Orleans Parish Schools Superintendent Anthony Amato. Amato must get a grip on the out-of-control finances in the Orleans Parish public school system while attending to the pressing intellectual needs of students in his charge.
     • keywords: amato; orleans; parish
     • versions: original; plain text
129. RefID-815-citybusiness2006orleans
     • author: CityBusiness,Staff Report
     • title: Orleans Parish to reopen 3 more schools
     • date: 2006
     • words: 92
     • flesch: 61
     • summary: The Louisiana Department of Education's Recovery School District will open three more public schools in Orleans Parish Tuesday. I am encouraged that students and their families continue to return to New Orleans, said State Superintendent of Education Cecil Picard.
     • keywords: education; students
     • versions: original; plain text
130. RefID-816-perry2011school
     • author: Perry,Andre
     • title: School by School: The Transformation of New Orleans Public Education
     • date: 2011
     • words: 101
     • flesch: 51
     • summary: In New Orleans, the state of Louisiana took over individual schools based on their performance while leaving the local school board and its central office intact, albeit with far fewer schools In other district takeovers, states typically take control of the entire school district apparatus, including the central office.
     • keywords: education; new; orleans
     • versions: original; plain text
131. RefID-821-maxwell2006lawsuits
     • author: Maxwell,Lesli A.
     • title: Lawsuits Say Too Few Schools Open in New Orleans
     • date: 2006
     • words: 78
     • flesch: 60
     • summary: The New Orleans teachers' union and a lawyer for several local families have sued to force the opening of more public schools in the storm-ravaged city, but state education officials contend that enough space is available at the schools already operating. ... Asta Levene, whose 10-year-old son Angelo attended McDonough #15 Elementary School in the French Quarter before the storm, said she tried, and failed, to enroll him in any of the reopened public elementary schools.
     • keywords: public; schools
     • versions: original; plain text
132. RefID-822-damico2006orleans
     • author: Damico,Jackie
     • title: Orleans Parish schools repairs will take three to five years
     • date: 2006
     • words: 167
     • flesch: 66
     • summary: All of the system's 124 schools sustained damaged to varying degrees in the storm, said Martin McFarland, managing director for Alvarez and Marsal, the New York- based management firm in charge of the school system. About $25 million in contracts have been awarded to repair the first wave of schools with initial projects focusing on schools that can be quickly brought back into service.
     • keywords: damage; orleans; schools
     • versions: original; plain text
133. RefID-823-bigard2015orleans
     • author: Bigard,Ashana
     • title: New Orleans ten years after Katrina.(First Person Singular)
     • date: 2015
     • words: 89
     • flesch: 78
     • summary: the majority of people who work on the sets-not counting the extras like Mardi Gras Indians and jazz musicians, when they need an authentic New Orleans scene-are producers, writers, set designers, even caterers from outside of the city. When all eyes turned to New Orleans ten years ago, I thought, finally, people will see the poverty, people will see the income inequality, and things will change.
     • keywords: new; people
     • versions: original; plain text
134. RefID-824-rangel2010storm-
     • author: RANGEL,JUAN
     • title: After the Storm: Minority School Development in New Orleans
     • date: 2010
     • words: 101
     • flesch: 63
     • summary: Thus, this chapter is a story about constructing an entirely new and better system of public education to meet the needs of families in New Orleans, and, in In addition, it completely uprooted the public education system of Orleans Parish.
     • keywords: hurricane; orleans
     • versions: original; plain text
135. RefID-827-robelen2005louisiana
     • author: Robelen,Erik W.
     • title: Louisiana Eyes Plan to Let State Control New Orleans Schools
     • date: 2005
     • words: 99
     • flesch: 62
     • summary: Seeking to grasp what she called a golden opportunity for rebirth out of the wreckage of Hurricane Katrina, Gov Kathleen Babineaux Blanco asked the Louisiana legislature last week to embrace a plan that would give the state control of most New Orleans public schools. Babineaux's move came days after the New Orleans school board decided to convert 20 of the district's school to charter status.
     • keywords: hurricane; katrina
     • versions: original; plain text
136. RefID-828-bethel2003teach
     • author: Bethel,Amber
     • title: Teach Greater New Orleans program offers professionals chance to become teachers
     • date: 2003
     • words: 236
     • flesch: 58
     • summary: Jim Meza, dean of the UNO College of Education, said nationwide, about 50% of teachers in urban areas leave the profession in the first three years. Teach Greater New Orleans not only requires a three-year commitment, but they match the teachers with mentor teachers and university cohort leaders for support, Meza said.
     • keywords: new; orleans; teachers; university; year
     • versions: original; plain text
137. RefID-832-maloney2007orleans
     • author: Maloney,Stephen
     • title: Orleans Parish School Board officials tout first clean audit in five years
     • date: 2007
     • words: 140
     • flesch: 70
     • summary: We are in the best shape we've been in since even before the storm in terms of administration, student performance, finances and being able to have a very responsive and accountable administration and school system, she said. I don't want to say we are thankful for Katrina], but I am very thankful for the opportunity we have to rebuild our system.
     • keywords: case; system
     • versions: original; plain text
138. RefID-838-abdulkadiroglu2017minimizing
     • author: Abdulkadiroglu,Atila
     • title: Minimizing Justified Envy in School Choice: The Design of New Orleans' OneApp
     • date: 2017
     • words: 165
     • flesch: 55
     • summary: We show that TTC is constrained-optimal in the following sense: TTC minimizes justified envy among all Pareto efficient and strategy-proof mechanisms when each school has one seat. In particular, TTC is a Pareto efficient and strategy-proof mechanism, but so are other mechanisms.
     • keywords: district; mechanism; school; ttc
     • versions: original; plain text
139. RefID-849-capochino2005orleans
     • author: Capochino,April
     • title: Orleans Parish School Board moves forward with hiring of NY accounting firm
     • date: 2005
     • words: 137
     • flesch: 65
     • summary: State Superintendent of Education Cecil Picard had demanded that the OPSB hire New York professional services firm Alvarez and Marsal to come in to organize the district's finances. But Torin Sanders] refused to sign the agreement, saying it gave OPSB no control and saddled it with unlimited liability.
     • keywords: district; opsb; sanders
     • versions: original; plain text
140. RefID-852-singletary2003commentary-
     • author: Singletary,D.
     • title: Commentary: Where is the outrage about the Orleans Parish School Board?
     • date: 2003
     • words: 162
     • flesch: 74
     • summary: She points to systems with similar demographics to Orleans Parish that have overcome big problems and are now achieving success. I looked at the department's press releases dating back to 1999 and found no mention of the missing money in Orleans Parish.
     • keywords: education; lae; louisiana; orleans
     • versions: original; plain text
141. RefID-854-capochino2006orleanians
     • author: Capochino,April
     • title: Seven New Orleanians elected to Orleans Parish School Board seem ready to change
     • date: 2006
     • words: 211
     • flesch: 61
     • summary: Michael Casserly, executive director of the Council of the Great City Schools, sat at the head of the table flanked by OPSB members Una Anderson, Lourdes Moran, Heidi Lovett Daniels, Cynthia Cade, Phyllis Landrieu, acting superintendent Ora Watson, chief reconstructing officer Bill Roberti and attorney Regina Bartholomew. The Jan. 5 session offered a stark contrast to the pre-Katrina rowdiness that usually accompanied monthly Orleans Parish School Board planning meetings.
     • keywords: board; casserly; city; great; members; school
     • versions: original; plain text
142. RefID-857-singletary2004commentary-
     • author: Singletary,Mark
     • title: Commentary: Publisher's Notes: Orleans Parish School Board needs to rethink immediate goals
     • date: 2004
     • words: 124
     • flesch: 62
     • summary: If you doubt my opinion, please tell me why the school buildings look so bad and the system won't even provide enough textbooks to teach fundamental science and math. The business community, including Mayor C. Ray Nagin, Gov. Kathleen Babineaux Blanco, the state Legislature and the Board of Elementary and Secondary Education all smell a rat.
     • keywords: opinion; school; system
     • versions: original; plain text
143. RefID-859-2008orleans
     • author: None
     • title: New Orleans Schools Make a Comeback with Technology
     • date: 2008
     • words: 198
     • flesch: 58
     • summary: They chose Qwizdom student response systems as linchpins of a model classroom project that included interactive whiteboards and laptops. Today the district has 3800 Qwizdom clickers in classrooms, starting with high school math and science so that 98% of those classes have the response systems.
     • keywords: qwizdom; response; schools; students; technology
     • versions: original; plain text
144. RefID-861-adamo2007squeezing
     • author: Adamo,Ralph
     • title: Squeezing Public Education: History and Ideology Gang Up on New Orleans
     • date: 2007
     • words: 178
     • flesch: 42
     • summary: Background to the crisis of New Orleans public education is provided, & the US government's Katrina response is compared to certain of its actions in Iraq, highlighting problems engendered by the ideological conviction that the private sector outperforms the public sector. Draws on personal involvement in the New Orleans (LA) School District to examine the origins & development of the Recovery School District (RSD), wherein the state took responsibility for running the New Orleans schools tagged as failing at the end of the last testing period before Hurricane Katrina.
     • keywords: education; new; orleans; school
     • versions: original; plain text
145. RefID-862-singletary2004commentary-
     • author: Singletary,Mark
     • title: Commentary: Orleans schoolchildren need a 'coach' to get them in the game
     • date: 2004
     • words: 138
     • flesch: 78
     • summary: Late summer grass clippings smell like football season. I don't recall any robots hanging around Main Street before or after I finished playing high school football.
     • keywords: clippings; football; grass
     • versions: original; plain text
146. RefID-869-singletary2003commentary-
     • author: Singletary,D.
     • title: Commentary: Jefferson and Orleans Parish public school systems need to work on public relations
     • date: 2003
     • words: 138
     • flesch: 56
     • summary: The Jefferson Public Schools should delight in telling us all about the $6.1 million earned in academic scholarships, $1.4 million for athletics, $520,000 in military and $296,000 in ROTC. The TOPS program is a state-funded tuition abatement program that has been praised and copied by several states and, as you can see, it accounts for about one-third of the scholarships earned by local students.
     • keywords: jefferson; program; students
     • versions: original; plain text
147. RefID-875-mark2005commentary-
     • author: Mark Singletary,Publisher
     • title: Commentary: Orleans Parish school system is irredeemable
     • date: 2005
     • words: 188
     • flesch: 77
     • summary: As our state legislators consider the issues Gov. Kathleen Babineaux Blanco has laid before them in the special session, one in particular promises to determine our fate. Hurricane Katrina has given us the opportunity to fix past sins.
     • keywords: children; school; state; system
     • versions: original; plain text
148. RefID-877-2006federal
     • author: None
     • title: Federal support needed to rebuild New Orleans and reopen schools
     • date: 2006
     • words: 83
     • flesch: 43
     • summary: Katrina destroyed so many lives and homes, said Adams, a 25-year veteran teacher and member of the United Teachers of New Orleans (UTNO), but we cannot allow post-Katrina policies to destroy the hope and opportunity that public schools represent. Adams and other educators and students who testified at the hearing urged the lawmakers to get more federal money to New Orleans to help rebuild and reopen schools, buy new equipment, rehire staff and cover Healthcare costs for laid-off employees.
     • keywords: adams; new
     • versions: original; plain text
149. WOS-000085580600005
     • author: Johnson, SM
     • title: Sometimes bureaucracy has its charms: The working conditions of teachers in deregulated schools
     • date: 2000
     • words: 222
     • flesch: 42
     • summary: All respondents agree that the most important feature of charter schools is their power to recruit and retain like-minded staff who commit themselves to a common mission. We concluded that, of the three policy models, the in-district charters best combined the features that provide school autonomy while meeting the basic concerns of teachers.
     • keywords: charter; district; schools; teachers; workplace
     • versions: original; plain text
150. WOS-000088658100006
     • author: Bosetti, L
     • title: Alberta charter schools: Paradox and promises
     • date: 2000
     • words: 170
     • flesch: 26
     • summary: This approach marks a paradigm shift in the economics of education policy and social policy in general (Gewirtz, Ball, & Bowe, 1995, p. 2), with a new emphasis on accountability and efficiency through competition and consumer choice. The intent of this article is to examine the role of charter schools in educational reform in the Alberta context and to argue that the real promise of charter schools resides less in fostering innovation and efficiency in public education, and more in providing schools of choice for parents and in addressing diverse values and goals of education.
     • keywords: education; efficiency; policy; schools
     • versions: original; plain text
151. WOS-000166058100002
     • author: Bankston, CL
     • title: White enrollment in nonpublic schools, public school racial composition, and student performance
     • date: 2000
     • words: 197
     • flesch: 45
     • summary: This research note presents preliminary research into the relationship between the racial composition of public schools in school districts and the percentages of white students in nonpublic schools in those districts. Using two- and three-level hierarchical linear models, we find that school districts that have more whites in nonpublic schools tend to contain public schools with larger percentages of minority students.
     • keywords: public; schools; students
     • versions: original; plain text
152. WOS-000167486900005
     • author: Meyer, MA
     • title: Our own liberation: Reflections on Hawaiian epistemology
     • date: 2001
     • words: 210
     • flesch: 25
     • summary: These categories, now struggling to be useful in the Hawaiian Charter School movement, will inevitably also serve as a way to critique the current colonial system in Hawaiian language immersion, spotlight the oppression embedded in well-meant content and performance standards, and highlight the hidden curriculum of assimilation and the acultural assumptions in pedagogy that exist in Hawai'i's colonial schools. This outline of a Hawaiian philosophy of knowledge expands, invigorates, and redefines ideas of empiricism, intellectual rigor, and knowledge priorities-all through Hawaiian ontological lenses.
     • keywords: hawai'i; hawaiian; outline; rigor
     • versions: original; plain text
153. WOS-000171355600005
     • author: Lubienski, C
     • title: Redefining "public" education: Charter schools, common schools, and the rhetoric of reform
     • date: 2001
     • words: 200
     • flesch: 47
     • summary: This analysis pursues the question by comparing the rhetoric regarding the definition of public education employed by charter school reformers in one state, Michigan, with that of the common school reformers of the 19th century, particularly Horace Mann. Virtually every definition of charter schools asserts that they are a form of public schooling.
     • keywords: charter; public; reformers; school
     • versions: original; plain text
154. WOS-000176097300003
     • author: Fitz, J
     • title: Education management organisations and the privatisation of public education: A cross-national comparison of the USA and Britain
     • date: 2002
     • words: 293
     • flesch: 48
     • summary: In the US, in the mid-1990s, EMOs were invited to take over school districts and specific schools. However, this practice has been succeeded by a new focus on taking over the management of charter schools.
     • keywords: education; emos; management; public; services
     • versions: original; plain text
155. WOS-000180508100005
     • author: Malloy, CL
     • title: Working conditions in charter schools - What's the appeal for teachers?
     • date: 2003
     • words: 150
     • flesch: 48
     • summary: In some states, charter school teachers earn significantly less than other public school colleagues. In general, charter school teachers work longer hours and receive less job security than colleagues in traditional public schools.
     • keywords: charter; school; teachers
     • versions: original; plain text
156. WOS-000181379100008
     • author: Dolton, P
     • title: The economics of school choice
     • date: 2003
     • words: 214
     • flesch: 60
     • summary: Of necessity, we review what is happening in the US in school choice reform, before examining what is new in the Hoxby volume. We then reflect on what is missing so far in this debate - exploring the idea that educational outputs are not unidimensional and that this can induce incentive problems.
     • keywords: choice; debate; school
     • versions: original; plain text
157. WOS-000181556700004
     • author: Henig, JR
     • title: Privatization, politics, and urban services: The political behavior of charter schools
     • date: 2003
     • words: 189
     • flesch: 30
     • summary: We conclude that the line of demarcation between the behavior of public, and private sector providers is actually quite blurred and when faced with similar problems in the delivery of public services, both forms of providers will respond in a similar manner. While this theory holds that private sector providers exhibit a behavior substantively different from those of the public sector, i.e., they, respond to external pressures with market-oriented behavior instead of political behavior, we argue that these actors actually can and often do respond in a political manner.
     • keywords: behavior; providers; public
     • versions: original; plain text
158. WOS-000184404000002
     • author: Mead, JF
     • title: Devilish details: Exploring features of charter school statutes that blur the public/private distinction
     • date: 2003
     • words: 164
     • flesch: 44
     • summary: Part I examines issues affecting the establishment of charter schools, including the sponsorship of charter schools; the conversion of private schools to charter schools; the provisions for home schools and cyber schools; the involvement of for-profit charter school management companies; and the finality of decisions made by charter-granting authorities. Since charter schools first appeared in 1991, state legislatures have used them to spur education reform.
     • keywords: charter; issues; schools
     • versions: original; plain text
159. WOS-000184960600004
     • author: Lubienski, C
     • title: Innovation in education markets: Theory and evidence on the impact of competition and choice in charter schools
     • date: 2003
     • words: 123
     • flesch: 7
     • summary: Charter schools elevate choice and competition to foster educational innovations. Drawing on organizational and economic theory, this article considers the forces shaping educational innovation in market-oriented reforms.
     • keywords: educational; innovations; schools
     • versions: original; plain text
160. WOS-000186243200002
     • author: Metzger, GE
     • title: Privatization as delegation
     • date: 2003
     • words: 249
     • flesch: 13
     • summary: To implement this approach, the Article advocates a two-step inquiry that first singles out private delegations creating agency relationships between private entities and the government for special scrutiny, and then asks whether adequate alternative accountability mechanisms exist. Under the proposed analysis, the critical question is whether delegations of authority to private entities are adequately structured to enforce constitutional constraints on government power.
     • keywords: constitutional; entities; government; private; privatization
     • versions: original; plain text
161. WOS-000186424700003
     • author: Rosen, L
     • title: Reconstructing equality on new political ground: The politics of representation in the charter school debate at the University of California, San Diego
     • date: 2003
     • words: 176
     • flesch: 29
     • summary: On the basis of a case study of the controversy surrounding the building of a charter school at the University of California, San Diego, in response to the elimination of affirmative action in University of California admissions, the authors describe the meaning-making process by which that campus established new procedures for promoting educational equality and constructed new meanings to justify those policies and to resolve conflicts about their legitimacy. The analysis reveals (a) the constitutive social Processes by which particular meanings of equality and social responsibility-are constructed and institutionalized, and (b) the role of higher education policy in reconstituting meanings of equality: in the wake of.
     • keywords: action; affirmative; equality; school
     • versions: original; plain text
162. WOS-000208267500005
     • author: Sass, TR
     • title: CHARTER SCHOOLS AND STUDENT ACHIEVEMENT IN FLORIDA
     • date: 2006
     • words: 133
     • flesch: 41
     • summary: Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools. I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools.
     • keywords: public; schools; traditional
     • versions: original; plain text
163. WOS-000219206600021
     • author: Wholey, J
     • title: Feet to the Fire: New Orleans Kids Rethink Their Devastated School System (Reprinted from NSSE Yearbook, vol 114, pgs 221-236, 2015)
     • date: 2015
     • words: 224
     • flesch: 60
     • summary: Before 2005, when Hurricane Katrina destroyed most New Orleans public schools, youth voice was rarely heard in the superintendent's office. Eventually, the Rethinkers earned a seat at the school reform table in New Orleans.
     • keywords: new; orleans; public; rethinkers; youth
     • versions: original; plain text
164. WOS-000220854100003
     • author: Ferraiolo, K
     • title: Teachers' attitudes and the success of school choice
     • date: 2004
     • words: 186
     • flesch: 38
     • summary: This oversight is significant because teachers can impact the success of school choice experiments in many ways, such as through their willingness to launch and staff schools of choice, adopt new practices developed in schools of choice, and support choice-based reform efforts in their unions and communities. Although researchers have approached the school choice debate from theoretical, normative, and empirical directions, little attention has been paid to examining how teachers view school choice or what factors shape their attitudes.
     • keywords: attention; choice; school; teachers
     • versions: original; plain text
165. WOS-000224521500002
     • author: Bohte, J
     • title: Examining the impact of charter schools on performance in traditional public schools
     • date: 2004
     • words: 134
     • flesch: 44
     • summary: Much of the research on charter schools focuses on academic performance comparisons between charter schools and traditional public schools. This study examines the extent to which charter schools stimulate performance gains in traditional public schools.
     • keywords: public; schools
     • versions: original; plain text
166. WOS-000224569600001
     • author: Reyes, AH
     • title: School finance - Raising questions for urban schools
     • date: 2004
     • words: 149
     • flesch: 54
     • summary: Section I discusses the social context of school finance in the United States, including urban education issues. The purpose of this article is to address the financial issues related to urban schools and the challenge of balancing expectations of higher levels of education with the values of equity, efficiency, and economic growth.
     • keywords: finance; school; section
     • versions: original; plain text
167. WOS-000226352600006
     • author: Bulkley, K
     • title: Losing voice? Educational management organizations and charter schools educational programs
     • date: 2005
     • words: 152
     • flesch: 45
     • summary: However, the increasing involvement of educational management organizations (EMOs) as managers of charter schools raises new questions about the influence of school stakeholders. Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more voice in day-to-day decisions.
     • keywords: charter; schools; voice
     • versions: original; plain text
168. WOS-000228006600001
     • author: Bettinger, EP
     • title: The effect of charter schools on charter students and public schools
     • date: 2005
     • words: 111
     • flesch: 67
     • summary: I find that test scores of charter school students do not improve, and may actually decline, relative to those of public school students. Using school-level data from Michigan's standardized testing program, I compare changes in test scores between charter and public school students.
     • keywords: charter; schools
     • versions: original; plain text
169. WOS-000229257500001
     • author: Renzulli, LA
     • title: Organizational environments and the emergence of charter schools in the United States
     • date: 2005
     • words: 163
     • flesch: 30
     • summary: Nonreligious private schools increase the submission of charter school applications, while the density of extant charter schools in local districts-or saturation, in general-decreases the submission of applications. This article presents unique data on charter school applications to show how the early stages of school formation are embedded in, if not driven by, an organizational and institutional context.
     • keywords: applications; charter; organizational; schools
     • versions: original; plain text
170. WOS-000230186200001
     • author: Warren, MR
     • title: Communities and schools: A new view of urban education reform
     • date: 2005
     • words: 164
     • flesch: 34
     • summary: Warren identifies a growing field of collaboration between public schools and community-based organizations, developing a typology that identifies three different approaches: the service approach (community schools); the development approach (community sponsorship of new charter schools); and the organizing approach (school-community organizing). In this article, Mark R. Warren argues that if urban school reform in the United States is to be successful, it must be linked to the revitalization of the communities around our schools.
     • keywords: approach; community; schools; warren
     • versions: original; plain text
171. WOS-000233455800004
     • author: Renzulli, LA
     • title: Charter school policy, implementation, and diffusion across the United States
     • date: 2005
     • words: 170
     • flesch: 17
     • summary: The findings reveal a strong mimetic tendency among adjacent states to adopt charter school legislation and regional similarities in the creation of charter schools. This article applies theoretical and empirical insights on diffusion to a contemporary, important, and striking case in point: the groundswell of state legislation on and implementation of charter schools over the past decade.
     • keywords: charter; legislation; policy; schools; states
     • versions: original; plain text
172. WOS-000234792900004
     • author: Gajendragadkar, SS
     • title: The constitutionality of racial balancing in charter schools
     • date: 2006
     • words: 227
     • flesch: 29
     • summary: Careful examination of charter school racial balancing provisions reveals that, on the basis of their characteristics, these laws are either Strong or Weak. This Note appraises the constitutionality of charter school racial balancing laws in light of the Supreme Court's holding in Grutter v. Bollinger that diversity is a compelling interest in higher education.
     • keywords: balancing; charter; public; racial; schools
     • versions: original; plain text
173. WOS-000243891000003
     • author: Vergari, S
     • title: The politics of charter schools
     • date: 2007
     • words: 161
     • flesch: 42
     • summary: Following this, several key subjects of charter school politics are examined: financing and state caps on the number of charter schools permitted, parental choice, teachers unions and education management companies, and research on charter schools. Charter schools, and other market-based reforms such as school vouchers and the student tutoring provision of the No Child Left Behind Act of 2001, are steeped in politics largely because they challenge the legitimacy of traditional power and funding arrangements in public education.
     • keywords: charter; education; politics; school
     • versions: original; plain text
174. WOS-000243891000009
     • author: Lacircno-Paquet, N
     • title: Moving forward or sliding backward - The evolution of charter school policies in Michigan and the district of Columbia
     • date: 2007
     • words: 135
     • flesch: 60
     • summary: The authors argue that dramatic new policies brought about by a radical reconfiguration of interests and politics are frequently short lived, though new policies are rarely erased; instead, they reach a compromise between competing sets of interests. But in the District of Columbia, the innovativeness of the new law has largely been sustained, mainly because organized opposing interests largely failed to emerge.
     • keywords: interests; school
     • versions: original; plain text
175. WOS-000245828200004
     • author: Rhim, LM
     • title: Charter school statutes and special education: Policy answers or policy ambiguity?
     • date: 2007
     • words: 145
     • flesch: 40
     • summary: The review reveals variability and lack of specificity among states in the legislative structures they maintain for charter schools and how responsibility for special education is assigned. Research has documented policy tensions and basic challenges associated with developing special education programs in charter schools.
     • keywords: charter; education; schools
     • versions: original; plain text
176. WOS-000246089600001
     • author: Hanushek, EA
     • title: Charter school quality and parental decision making with school choice
     • date: 2007
     • words: 171
     • flesch: 40
     • summary: This paper investigates the quality of charter schools in Texas in terms of mathematics and reading achievement and finds that average school quality in the charter sector is not significantly different from that in regular public schools after an initial start-up period but that there is considerable heterogeneity. Charter schools have become a very popular instrument for reforming public schools, because they expand choices, facilitate local innovation, and provide incentives for the regular public schools while remaining under public control.
     • keywords: charter; public; quality; schools
     • versions: original; plain text
177. WOS-000246089600002
     • author: Booker, K
     • title: The impact of charter school attendance on student performance
     • date: 2007
     • words: 176
     • flesch: 55
     • summary: Students who remain in charters largely recover from the initial disruption within approximately 3 years, and there is weak evidence that there may be overall gains from charter attendance within this period. Furthermore, students who return to traditional public schools after just 1 or 2 years in a charter do not appear to suffer a lasting negative impact despite their poor average performance in their first year of charter attendance.
     • keywords: attendance; charter; school; students
     • versions: original; plain text
178. WOS-000246652800002
     • author: Forman, J
     • title: Do charter schools threaten public education? Emerging evidence from fifteen years of a quasi-market for schooling
     • date: 2007
     • words: 177
     • flesch: 45
     • summary: Their central concern, generally referred to as cream-skimming, is that the educational choice system created by charter schools privileges those students and parents whose race, class, or educational background afford them a better position to navigate the market for schools. Additionally, it will posit that charter schools may actually become allies with district schools, potentially aiding in efforts to increase educational funding.
     • keywords: charter; educational; schools
     • versions: original; plain text
179. WOS-000247106100004
     • author: Finnigan, KS
     • title: Charter school autonomy - The mismatch between theory and practice
     • date: 2007
     • words: 130
     • flesch: 61
     • summary: Although charter schools have been operating for more than 10 years, little is known about charter school autonomy in practice. This mixed-methods study used survey and case study data to examine the degree of autonomy of charter schools across the country and the factors limiting school autonomy.
     • keywords: autonomy; charter; schools
     • versions: original; plain text
180. WOS-000247496400005
     • author: Witte, J
     • title: The performance of charter schools in Wisconsin
     • date: 2007
     • words: 141
     • flesch: 53
     • summary: Two analyses provide an answer: First, a comparison of achievement test scores for students in Milwaukee charter and traditional schools from 1998 to 2002 for grades 3 through 10 finds a relative advantage for charter school students using fixed effects and first difference specifications. How have charter schools in Wisconsin performed relative to traditional public schools?
     • keywords: charter; schools; traditional
     • versions: original; plain text
181. WOS-000247584100003
     • author: Okpala, CO
     • title: A comparative study of student achievement in traditional schools and schools of choice in North Carolina
     • date: 2007
     • words: 138
     • flesch: 24
     • summary: This policy study examined the differences in student achievement scores in reading and mathematics in selected public middle schools of choice and in traditional public middle schools with similar demographics and socioeconomic characteristics in a southeastern school district in North Carolina during the 1997-1998, 1998-1999, and 1999-2000 school years. The purpose was to determine whether there were significant differences in academic achievement between students in selected public middle schools of choice and students in traditional public middle schools as measured by the end-of-grade test scores in reading and mathematics.
     • keywords: middle; public; schools
     • versions: original; plain text
182. WOS-000252289100011
     • author: Cooper, BS
     • title: Fear and privatization
     • date: 2008
     • words: 147
     • flesch: 51
     • summary: This trepidation has recently been intensified by the creafion of a third sector that includes charter schools, voucher programs, and the increased diversity of private education. In fact, both public schools and their private school counterparts, fear privatization of education because it draws students and resources away from traditional schools.
     • keywords: private; schools
     • versions: original; plain text
183. WOS-000252497200011
     • author: Garcia, DR
     • title: Starting behind: A comparative analysis of the academic standing of students entering charter schools
     • date: 2008
     • words: 252
     • flesch: 44
     • summary: Renewal decisions will impact what choices are available going forward and, given the comparative academic disadvantage of charter school students prior to entering, those decisions should take into consideration the starting point for students entering charter schools. The purpose of this study is to assess if students enter charter schools at an academic disadvantage compared to students who make other types of school-choice decisions, such as transferring between district schools, from a charter to a district school, or staying in the same school.
     • keywords: charter; decisions; school; students
     • versions: original; plain text
184. WOS-000256675300003
     • author: Akbar, R
     • title: Surviving Katrina and keeping our eyes on the prize - The strength of legacy and tradition in New Orleans's HBCU teacher preparation programs
     • date: 2008
     • words: 149
     • flesch: 25
     • summary: The primary purpose of this study is to examine the impact of Hurricane Katrina on HBCU teacher education programs in post-Katrina New Orleans, their recovery, and their response to the emerging educational landscape that includes the New Orleans Public School District and the state takeover, schools in the Recovery School District. Yet scant reports provide an ethnographic-like view that documents the effects of Katrina on historically Black colleges and universities (HBCUs) and the populations they serve, including preservice and veteran teachers in teacher education programs, specifically in hardest hit New Orleans.
     • keywords: katrina; new; orleans; teacher
     • versions: original; plain text
185. WOS-000256686300009
     • author: Booker, K
     • title: The effect of charter schools on traditional public school students in Texas: Are children who stay behind left behind?
     • date: 2008
     • words: 121
     • flesch: 52
     • summary: We find a positive and significant effect of charter school penetration on traditional public school student outcomes. We use an eight-year panel of data on individual student test scores for public schools students in Texas in order to evaluate the achievement impact of charter schools.
     • keywords: charter; public; schools; student
     • versions: original; plain text
186. WOS-000260147600011
     • author: Rubio, G
     • title: SURVIVING RODRIGUEZ: THE VIABILITY OF FEDERAL EQUAL PROTECTION CLAIMS BY UNDERFUNDED CHARTER SCHOOLS
     • date: 2008
     • words: 314
     • flesch: 35
     • summary: Statistics indicate that charter school funding, which derives from federal, state, and local sources, has not kept pace with the funding accorded traditional public school systems. The author begins by presenting background information on federal equal protection jurisprudence, the charter school concept, and the purported discrepancies in charter school funding.
     • keywords: challenges; charter; equal; federal; funding; protection; rodriguez; school
     • versions: original; plain text
187. WOS-000260750700001
     • author: Gawlik, MA
     • title: Breaking Loose Principal Autonomy in Charter and Public Schools
     • date: 2008
     • words: 99
     • flesch: 36
     • summary: Because various aspects of the school organization matter, this Study was designed to determine to what degree principals in both charter and traditional public schools experience autonomy. Principals, although clearly autonomous, are constrained by state influence but supported by district influence.
     • keywords: autonomy; school
     • versions: original; plain text
188. WOS-000262018600005
     • author: Scott, J
     • title: The Politics of Venture Philanthropy in Charter School Policy and Advocacy
     • date: 2009
     • words: 149
     • flesch: 42
     • summary: Philanthropists have long funded a wide range of educational research, practice, and policy initiatives, primarily through namesake foundations. Out of this critique has emerged a new philanthropic form, often termed venture philanthropy.
     • keywords: initiatives; philanthropy; policy; venture
     • versions: original; plain text
189. WOS-000262018600006
     • author: Henig, JR
     • title: Politicization of Evidence Lessons for an Informed Democracy
     • date: 2009
     • words: 160
     • flesch: 30
     • summary: Using charter school research as a window into broader issues relating to democracy and societal learning, it identifies factors behind politicization, some of which are particular to the way that issue has evolved, some of which have to do with exacerbating factors in the broader political environment. Public presentations of research about charter schools have been politicized, polarized, and personalized, fueling cynicism about whether research can generate objective knowledge and promote the collective good.
     • keywords: politicization; politics; research
     • versions: original; plain text
190. WOS-000263685400003
     • author: Holyoke, TT
     • title: Policy dynamics and the evolution of state charter school laws
     • date: 2009
     • words: 172
     • flesch: 59
     • summary: Policies may revert to the old status quo if displaced interests re-assert themselves, or they may be locked-in by new interests now reaping the benefits. Baumgartner and Jones (1993) showed how radically new policies emerge on government agendas as a consequence of exogenous shocks to policy subsystems displacing privileged interests.
     • keywords: change; interests; policies; policy
     • versions: original; plain text
191. WOS-000267651700004
     • author: Lee, K
     • title: Do charter schools spur improved efficiency in traditional public schools in Michigan?
     • date: 2009
     • words: 129
     • flesch: 40
     • summary: This article evaluates the competitive effect of charter schools on hosting school districts, using Data Envelopment Analysis and a regression model. The results of our analysis show that charter hosting districts improved their efficiency score, as measured by DEA, more than other school districts.
     • keywords: charter; districts; school
     • versions: original; plain text
192. WOS-000267651700005
     • author: Chung, JY
     • title: The effectiveness of charter school: Synthesizing standardized mean-changes
     • date: 2009
     • words: 119
     • flesch: 53
     • summary: The purpose of this meta-analysis is to analyze the difference of student achievement between charter schools and other public schools using standardized mean-change measures. Although it is a small difference, this indicates that students' learning gains in charter schools are higher than other public schools.
     • keywords: charter; public; schools
     • versions: original; plain text
193. WOS-000268872600001
     • author: Lauen, DL
     • title: To Choose or not to Choose: High School Choice and Graduation in Chicago
     • date: 2009
     • words: 185
     • flesch: 51
     • summary: There are no racial/ethnic differences in the choice benefit, but low-achieving students benefit less from high school choice than high-achieving students. This study examines the consequences of participating in public high school choice in Chicago, a city with a wide variety of choice programs, including career academies, charter schools, magnet schools, and selective test-based college prep high schools.
     • keywords: choice; high; school; students
     • versions: original; plain text
194. WOS-000269265200004
     • author: Zimmer, R
     • title: Is Charter School Competition in California Improving the Performance of Traditional Public Schools?
     • date: 2009
     • words: 146
     • flesch: 39
     • summary: First, we examine how traditional public school principals react to the introduction of charter schools. A premise of charter school initiatives has been that these schools have direct benefits for the students attending them and indirect benefits for other students by creating competition for traditional public schools to improve their performance.
     • keywords: public; schools; traditional
     • versions: original; plain text
195. WOS-000269712100007
     • author: Garcia, DR
     • title: Profiting From Public Education: Education Management Organizations and Student Achievement
     • date: 2009
     • words: 437
     • flesch: 41
     • summary: Background/Context: Nationally, almost a quarter of charter school students attend a school managed by a for-profit education management organization (EMO). Because charter schools are funded with public dollars, critics argue that the profit motive may divert funds away from academics and have a negative impact on student achievement.
     • keywords: academic; achievement; basic; charter; emo; schools; skills; subtest
     • versions: original; plain text
196. WOS-000273077000003
     • author: Kallaway, P
     • title: Education, health and social welfare in the late colonial context: the International Missionary Council and educational transition in the interwar years with specific reference to colonial Africa
     • date: 2009
     • words: 587
     • flesch: 32
     • summary: The objectives of policies regarding access, governance and curriculum were part of a historical evolution of mission education but they were also increasingly a reflection of significant new trends that were to reshape the theory and practice of colonial education. This paper is concerned to map the background to those international influences that shaped the policy and practices of mission education and the increasing engagement of colonial governments with the field of education.
     • keywords: churches; colonial; debates; education; field; influence; international; mission; policy; regard; significant; social
     • versions: original; plain text
197. WOS-000273139700004
     • author: Ritter, GW
     • title: Harnessing Private Incentives in Public Education
     • date: 2009
     • words: 155
     • flesch: 31
     • summary: The authors then discuss various means of privatization in public education, including vouchers, public charter schools, subcontracting public school management to private providers, and merit pay for teachers. Privatization supporters see it as a magic bullet to improve failing public schools, whereas opponents view it as a threat to public education.
     • keywords: authors; privatization; public
     • versions: original; plain text
198. WOS-000273240000001
     • author: Buras, KL
     • title: 'We have to tell our story': neo-griots, racial resistance, and schooling in the other south
     • date: 2009
     • words: 231
     • flesch: 30
     • summary: This article draws upon student counterstories, teacher interviews, and classroom and community observations as the means for critically analyzing the implementation of racially-inspired neoliberal reforms, such as decentralization, charter schools, market-based educational choice, and targeted disinvestment in pubic infrastructure, in New Orleans-the experimental front for such policies in the United States. Thus students' counterstories shed light on the 'legitimacy' of such policies nationally and globally and reveal the necessity of building solidarities between the South within the North and the Global South.
     • keywords: neoliberal; new; orleans; schools; students
     • versions: original; plain text
199. WOS-000273289300007
     • author: Hubbard, L
     • title: Achieving equity through charter schools: more than tinkering at school structure
     • date: 2009
     • words: 171
     • flesch: 41
     • summary: Today, the US public educational landscape features both well-funded and richly resourced segregated white schools and underfunded, poorly resourced majority black, Latino, Native American, and poor schools. Charter schools are now a particularly popular alternative form of public education.
     • keywords: charter; educational; public; schools
     • versions: original; plain text
200. WOS-000275871700004
     • author: Frailing, K
     • title: School Kids and Oil Rigs: Two More Pieces of the Post-Katrina Puzzle in New Orleans
     • date: 2010
     • words: 210
     • flesch: 44
     • summary: P>Shortly after Hurricane Katrina's landfall in August 2005 and the reports of rampant looting of businesses in the city, we became curious about the extent of Katrina looting as compared to that after other major storms that hit New Orleans in 1947 and in 1965. Population loss and high unemployment rates, coupled with a decline in high-paying manufacturing jobs and an increase in low-wage food and hotel service jobs generated severe economic inequality in the city that exacerbated the situation created by Katrina.
     • keywords: city; jobs; katrina; looting
     • versions: original; plain text
201. WOS-000277566100004
     • author: Paris, D
     • title: oThe Second Language of the United Stateso: Youth Perspectives on Spanish in a Changing Multiethnic Community
     • date: 2010
     • words: 152
     • flesch: 35
     • summary: I also show how African American and Pacific Islander youth desired access to Spanish and used words and phrases in important ways with their Latino/a peers. In this article I explore this question by analyzing the perspectives and social interactions of students in an urban charter high school located in a community undergoing dramatic demographic shift from a predominantly African American city to a predominantly Latino/a city with a significant Pacific Islander population.
     • keywords: communities; schools; spanish; urban
     • versions: original; plain text
202. WOS-000279603000026
     • author: Custos, D
     • title: Public-Private Partnerships
     • date: 2010
     • words: 328
     • flesch: 33
     • summary: With respect to transportation infrastructure, such as highways and bridges, the term refers to a family of relatively new contract types, actively promoted by the federal government for use by state governments, such as Operations and Maintenance or Design-Build-Finance-Operate-Maintain, by which the government is able to shift much of the financing, maintenance, and/or operating cost for public infrastructure to private contractors, who may then be allowed to recoup their costs through tolls or other user payments, thus enabling the government to use the market to accomplish its purposes and to relieve public budgets of the financial burden associated with infrastructure upgrading and maintenance. By extension, the term has been applied broadly to all types of contracting out of important government services, including such things as schools and prisons, provision of health care, and even the administration of state welfare programs and financial rescue of the economy.
     • keywords: contracting; government; public; respect; term; use
     • versions: original; plain text
203. WOS-000280198500004
     • author: Johnson, B
     • title: A Few Good Boys Masculinity at a Military-Style Charter School
     • date: 2010
     • words: 154
     • flesch: 21
     • summary: While not all cadets at the school have access to, or can capitalize upon the advantages of this particular hegemonic masculinity, specifically black boys and girls, it is a powerful force that shapes social interactions, social patterns, and social identities for boys and girls. Drawing on the concept of hegemonic masculinity by Connell, and the discussion by Higate and Hopton on the reciprocal relationship between militarism and masculinity, this article examines the construction of a military hegemonic masculinity at the school.
     • keywords: hegemonic; masculinity; school
     • versions: original; plain text
204. WOS-000285717600005
     • author: Drame, ER
     • title: An Analysis of the Capacity of Charter Schools to Address the Needs of Students With Disabilities in Wisconsin
     • date: 2011
     • words: 161
     • flesch: 23
     • summary: Public charter schools and their administrators and teachers are obligated to follow the principles enshrined in federal mandates, such as the Individuals with Disabilities Education Improvement Act of 2004, Section 504 of the Rehabilitation Act of 1973, and Title II of the Americans with Disabilities Act. This study examines the capacity of charter school operators to create environments and service delivery models that effectively address the needs of students eligible for special education services via a survey of Wisconsin charter school operators and a content analysis of the applications of independent charter schools.
     • keywords: act; charter; education; schools
     • versions: original; plain text
205. WOS-000286112400002
     • author: Renzulli, LA
     • title: Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools
     • date: 2011
     • words: 156
     • flesch: 40
     • summary: Using 1999-2000 Schools and Staffing Survey data, the authors find that charter school teachers are more satisfied than are public school teachers because of greater autonomy. Charter school teachers, however, are more likely to leave teaching than are traditional teachers.
     • keywords: satisfaction; school; teachers
     • versions: original; plain text
206. WOS-000287404800003
     • author: Snyder-Young, D
     • title: Rehearsals for revolution? Theatre of the Oppressed, dominant discourses, and democratic tensions
     • date: 2011
     • words: 184
     • flesch: 32
     • summary: In a 12-week-long study I co-facilitated in the drama classroom of an urban charter school in the Autumn of 2007, six girls and two boys framed problems from their lives and communities, scripted and staged anti-model scenes, and performed a wide range of Forum interventions. This article is about that struggle, and about the problem that popular positions and ideas are not necessarily progressive, and while Theatre of the Oppressed is usually utilised in support of politically progressive agendas, the work participants initiate and the choices they make do not automatically orient towards social justice.
     • keywords: communities; lives; problems; theatre
     • versions: original; plain text
207. WOS-000291289800030
     • author: Imberman, SA
     • title: The effect of charter schools on achievement and behavior of public school students
     • date: 2011
     • words: 114
     • flesch: 59
     • summary: Unlike prior work that relies on school fixed effects, I address the endogenous location of charter schools using an instrumental variables strategy that relies on plausibly exogenous variation in local building supply. I look at how charters affect student outcomes in public schools using data from a large urban school district in the southwest.
     • keywords: charter; public; results; schools
     • versions: original; plain text
208. WOS-000291431800005
     • author: Chapman, TK
     • title: A Critical Look at Choice Options as Solutions to Milwaukee's Schooling Inequities
     • date: 2011
     • words: 361
     • flesch: 31
     • summary: Background/Context: The lack of court-ordered support for race-based policies that maintain and create integrated schools has forced communities of color to seek other avenues to obtain equitable education, such as school choice. Purpose/Objective/Research Question/Focus of Study: The article uses critical race theory to examine the outcomes of specific school reforms, based on market theory models of school choice, that were designed to alleviate schooling inequities in urban districts.
     • keywords: choice; court; data; districts; milwaukee; race; schools; small; urban
     • versions: original; plain text
209. WOS-000292574000009
     • author: Buras, KL
     • title: Race, Charter Schools, and Conscious Capitalism: On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans)
     • date: 2011
     • words: 139
     • flesch: 23
     • summary: In this article, Kristen L. Buras examines educational policy formation in New Orleans and the racial, economic, and spatial dynamics shaping the city's reconstruction since 2005. She challenges the market-based reforms currently offered as a panacea for education in New Orleans, particularly charter schools, and instead offers principles of educational reform rooted in a more democratic and critically conscious tradition.
     • keywords: buras; conscious; racial; spatial
     • versions: original; plain text
210. WOS-000292839400004
     • author: Abdulkadiroglu, A
     • title: ACCOUNTABILITY AND FLEXIBILITY IN PUBLIC SCHOOLS: EVIDENCE FROM BOSTON'S CHARTERS AND PILOTS
     • date: 2011
     • words: 102
     • flesch: 49
     • summary: Pilot schools have some of the independence of charter schools but are in the Boston Public School district and are covered by some collective bargaining provisions. Charter schools with binding assignment lotteries appear to generate larger gains than other charters.
     • keywords: boston; charter; schools
     • versions: original; plain text
211. WOS-000295681700004
     • author: Alm, J
     • title: Citizen "Trust" as an Explanation of State Education Funding to Local School Districts
     • date: 2011
     • words: 125
     • flesch: 46
     • summary: We measure trust directly via public opinion polls that capture citizen attitudes about the appropriate responsibilities of state versus local governments; we also measure trust indirectly, by the role of state government as revealed by its relative importance in overall service provision (net of K-12 spending). We find that the state share of K-12 education spending tends to be higher when there is greater citizen trust in state versus local governments.
     • keywords: governments; state; trust
     • versions: original; plain text
212. WOS-000298574700005
     • author: Beckmann, J
     • title: Education in South Africa from 1961 to 2011: Between two paradigms and elusive ideals
     • date: 2011
     • words: 659
     • flesch: 50
     • summary: It further concludes that too many schools remain dysfunctional and that many children do not yet have access to quality education despite the fact that participation in education has improved dramatically. The ANC espoused what can be called a human rights (transformative or freedom) education paradigm built on the pillars of equality, access, redress, non-racialism, non-sexism and quality.
     • keywords: africa; article; children; country; education; needs; non; schools; separate; south; system
     • versions: original; plain text
213. WOS-000299223000008
     • author: Hatcher, R
     • title: The Conservative-Liberal Democrat Coalition government's "free schools" in England
     • date: 2011
     • words: 155
     • flesch: 50
     • summary: This paper evaluates the evidence for the performance of the models on which the policy is based: charter schools in the US, free schools in Sweden, and Labour's academies. Free schools represent the most overtly market-oriented policy within the Conservative-led Coalition government's school reform programme in England and have provoked intense controversy, centring on issues of pupil attainment, social equality, democracy and privatisation.
     • keywords: academies; free; local; schools
     • versions: original; plain text
214. WOS-000300077900018
     • author: Welsch, DM
     • title: Do student migrations affect school performance? Evidence from Wisconsin's inter-district public school program
     • date: 2012
     • words: 189
     • flesch: 48
     • summary: In contrast to other school choice programs, districts not only face negative consequences from losing students and state funding, but they also stand to gain in the event of student emigration from other districts. Third, districts do not appear to respond to in-migration, indicating that districts place more emphasis on (and have more control over) preventing out-migration, as opposed to encouraging in-migration.
     • keywords: districts; migration; program; schools
     • versions: original; plain text
215. WOS-000301875800004
     • author: Tuttle, CC
     • title: Using lotteries to evaluate schools of choice: Evidence from a national study of charter schools
     • date: 2012
     • words: 221
     • flesch: 53
     • summary: In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research.
     • keywords: charter; lottery; schools; study
     • versions: original; plain text
216. WOS-000301875800009
     • author: Gronberg, TJ
     • title: The relative efficiency of charter schools: A cost frontier approach
     • date: 2012
     • words: 237
     • flesch: 32
     • summary: One relatively unexplored research question concerning charter schools asks whether charter schools are more efficient suppliers of educational services than are traditional public schools. In this paper, we provide evidence as to the cost efficiency of charter schools relative to traditional public schools, and explore the extent to which those differences are attributable to differences in hiring and compensation practices, or to differences in the length of time a campus has been operating.
     • keywords: charter; cost; public; schools; traditional
     • versions: original; plain text
217. WOS-000303209200003
     • author: Ni, YM
     • title: Teacher Working Conditions in Charter Schools and Traditional Public Schools: A Comparative Study
     • date: 2012
     • words: 390
     • flesch: 36
     • summary: However, charter school teachers perceive that they have significantly more influence over school policies, but a heavier workload than traditional school teachers. This implies that state policy can have some indirect influence over charter school working conditions by providing substantial administrative support and oversight to charter schools authorized by independent organizations other than the established structure of school districts.
     • keywords: charter; conditions; factors; public; schools; teachers; traditional; working
     • versions: original; plain text
218. WOS-000308638200003
     • author: Angrist, JD
     • title: Who Benefits from KIPP?
     • date: 2012
     • words: 200
     • flesch: 48
     • summary: Average reading gains are driven almost entirely by SPED and LEP students, whose reading scores rise by roughly 0.35 standard deviations for each year spent at KIPP Lynn. We use applicant lotteries to evaluate the impact of KIPP Academy Lynn, a KIPP school in Lynn, Massachusetts that typifies the KIPP approach.
     • keywords: kipp; lynn; reading; students; year
     • versions: original; plain text
219. WOS-000308844900005
     • author: Heise, M
     • title: LAW AND POLICY ENTREPRENEURS: EMPIRICAL EVIDENCE ON THE EXPANSION OF SCHOOL CHOICE POLICY
     • date: 2012
     • words: 210
     • flesch: 39
     • summary: That school voucher programs' influence on the emergence of state charter schools laws is robust across both models underscores school voucher programs' salience to the emergence of charter school legislation. Thus, this analysis includes the presence of publicly- or privately-funded voucher programs in a state as a possible factor influencing the adoption of charter school legislation in a state.
     • keywords: charter; legislation; school; voucher
     • versions: original; plain text
220. WOS-000308852200025
     • author: Ni, YM
     • title: Twice considered: Charter schools and student achievement in Utah
     • date: 2012
     • words: 160
     • flesch: 51
     • summary: A relatively small state, Utah presents an interesting case to study charter schools given its friendly policy environment and its significant growth in charter school enrollment. Both methods yield consistent results that charter schools on average perform slightly worse as compared to traditional public schools, a result that is primarily affected by the low effectiveness and high student mobility of newly opened charter schools.
     • keywords: charter; public; schools; traditional
     • versions: original; plain text
221. WOS-000312960900003
     • author: Buras, KL
     • title: 'We're not going nowhere': race, urban space, and the struggle for King Elementary School in New Orleans
     • date: 2013
     • words: 232
     • flesch: 28
     • summary: New Orleans has become the blueprint for urban education reform in the United States, with federal, state, and local policymakers advocating its development as the nation's first all-charter school district. Targeted state disinvestment in black communities prepared the ground for white entrepreneurs to capitalize on public schools and create an urban space economy that serves their accumulative interests through dispossession of working-class communities of color.
     • keywords: charter; lower; new; orleans; schools; space; state
     • versions: original; plain text
222. WOS-000313356900008
     • author: McGuinn, P
     • title: Stimulating Reform: Race to the Top, Competitive Grants and the Obama Education Agenda
     • date: 2012
     • words: 179
     • flesch: 30
     • summary: The program has had a significant impact on the national political discourse around education and pushed many states to propose or enact important policy changes, particularly around charter schools and teacher-evaluation processes. RTTT is fundamentally about two things: creating political cover for state education reformers to innovate and helping states construct the administrative capacity to implement these innovations effectively.
     • keywords: education; political; program; rttt
     • versions: original; plain text
223. WOS-000313357500001
     • author: Ni, YM
     • title: The Sorting Effect of Charter Schools on Student Composition in Traditional Public Schools
     • date: 2012
     • words: 132
     • flesch: 34
     • summary: The findings imply that a challenge for the state policy makers is to help disadvantaged students who are left behind in the most disadvantaged schools, without significantly reducing the benefits to students who take advantage of school choice. The two-way transfer analysis shows that the student sorting under the charter school program tends to intensify the isolation of disadvantaged students in less effective urban schools serving a high concentration of similarly disadvantaged students.
     • keywords: disadvantaged; schools; students; urban
     • versions: original; plain text
224. WOS-000318158300005
     • author: Long, MC
     • title: Gender Sorting across K-12 Schools in the United States
     • date: 2013
     • words: 148
     • flesch: 58
     • summary: We observe some gender sorting across school sectors and types: for instance, males are slightly underrepresented in private schools and charter schools and are substantially overrepresented in irregular public schools, a large share of which educates students with special needs and juvenile justice involvement. This sorting occurs even though parents have similar stated preferences for school attributes for their sons and daughters.
     • keywords: gender; schools; sorting
     • versions: original; plain text
225. WOS-000318797400120
     • author: Miron, L
     • title: POST KATRINA EDUCATION REFORM IN NEW ORLEANS: SOCIAL INNOVATION OR RHETORIC?
     • date: 2010
     • words: 183
     • flesch: 53
     • summary: Despite the fact that the state was the prime driver in the near wholesale move to convert existing schools to charter schools in particular former state superintendent (now deceased) Cecil Picard (Miron, 2008), the local school district, the Orleans Parish School Board (OPSB) actually implemented the reform. Charter schools now hold a 70% market share.
     • keywords: charter; orleans; public; schools; state
     • versions: original; plain text
226. WOS-000323364800006
     • author: Lubienski, C
     • title: Privatising form or function? Equity, outcomes and influence in American charter schools
     • date: 2013
     • words: 201
     • flesch: 25
     • summary: The American experiment with charter schools advanced on dual impulses of increasing opportunities for disadvantaged students and unleashing market competition. While critics see these independently managed schools as a form of privatisation, proponents contend that they are public schools because of funding and accountability arrangements and potential benefits, and believe that the economic logic around these schools will produce equitable educational opportunities.
     • keywords: charter; education; privatisation; schools
     • versions: original; plain text
227. WOS-000324481900002
     • author: Karanxha, Z
     • title: When the "Dream" Turns Into a Nightmare: Life and Death of Voyager Charter School
     • date: 2013
     • words: 259
     • flesch: 52
     • summary: Charter school authorizers, charter school boards, and charter school leaders are accountable and responsible actors in a charter school's functioning, and negligence in fulfilling these roles can lead to a school's closing. Conclusions: The dual governance mechanism of charter schools can work if the charter school board, charter school leaders, and authorizers fulfill their governance roles.
     • keywords: authorizers; board; charter; closure; school; teachers
     • versions: original; plain text
228. WOS-000325904000006
     • author: Kauffman, P
     • title: UNIONIZED CHARTER SCHOOL CONTRACTS AS A MODEL FOR REFORM OF PUBLIC SCHOOL JOB SECURITY
     • date: 2013
     • words: 206
     • flesch: 33
     • summary: Teachers unions have contributed to this effort by increasing professionalism in teaching and giving teachers a role in school management, but they have also detracted from it by making it too difficult to terminate incompetent teachers. This may create the right balance between allowing principals to terminate incompetent teachers and protecting teachers from arbitrary or malicious terminations.
     • keywords: charter; public; school; teachers; unionized
     • versions: original; plain text
229. WOS-000326155800001
     • author: Mayer, AP
     • title: Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools
     • date: 2013
     • words: 246
     • flesch: 43
     • summary: This study aims to understand how TI's theory of action changed structures, cultures, and agency as the concepts of site-based management and expanded teacher decision making were interpreted and implemented by district and school leaders and teachers. Only two schools experienced moderate increases in site-based management and expanded teacher decision making; those that did not were missing at least one of these structural or cultural supports.
     • keywords: decision; findings; making; school; teacher
     • versions: original; plain text
230. WOS-000326155800005
     • author: Donaldson, ML
     • title: Principals' Approaches to Cultivating Teacher Effectiveness: Constraints and Opportunities in Hiring, Assigning, Evaluating, and Developing Teachers
     • date: 2013
     • words: 246
     • flesch: 31
     • summary: Charter school principals constituted 23.3% of the sample; 53% of principals worked in urban schools. Purpose: How principals hire, assign, evaluate, and provide growth opportunities to teachers likely have major ramifications for teacher effectiveness and student learning.
     • keywords: effectiveness; implications; principals; schools; state; teacher
     • versions: original; plain text
231. WOS-000327900400003
     • author: Curto, VE
     • title: The Potential of Urban Boarding Schools for the Poor: Evidence from SEED
     • date: 2014
     • words: 105
     • flesch: 52
     • summary: We provide the first causal estimate of the impact of attending SEED schools on academic achievement, with the goal of understanding whether changing a student's environment is an effective strategy to increase achievement among the poor. However, subgroup analyses show that the effects may be driven by female students.
     • keywords: achievement; schools; seed
     • versions: original; plain text
232. WOS-000329351400002
     • author: Gleason, PM
     • title: DO KIPP SCHOOLS BOOST STUDENT ACHIEVEMENT?
     • date: 2014
     • words: 166
     • flesch: 39
     • summary: We measure the achievement impacts of forty-one KIPP middle schools across the country, using propensity-score matching to identify traditional public school students with similar characteristics and prior-achievement histories as students who enter KIPP. These impacts persist over four years following admission, and are not driven by attrition of low performers from KIPP schools.
     • keywords: achievement; impacts; kipp; students
     • versions: original; plain text
233. WOS-000330289700007
     • author: Fuller, B
     • title: Beyond Hierarchies and Markets: Are Decentralized Schools Lifting Poor Children?
     • date: 2013
     • words: 170
     • flesch: 30
     • summary: The state has experimented with a range of decentralized school organizations over the past half century, in part aiming to lift poor children. We then detail the uneven empirical benefits of three decentralizing segments of the education sector: preschools, parental vouchers, and charter schools.
     • keywords: children; education; organizations; sector; state
     • versions: original; plain text
234. WOS-000330301900004
     • author: Carlson, D
     • title: Life After Vouchers: What Happens to Students Who Leave Private Schools for the Traditional Public Sector?
     • date: 2013
     • words: 124
     • flesch: 41
     • summary: In general, transferring students realize substantial achievement gains after moving to the public sector; these results are robust to multiple analytical approaches. We show that low-performing voucher students tend to move from the voucher sector into lower performing and less effective public schools than the typical public school student attends, whereas high-performing students transfer to better public schools.
     • keywords: public; school; students
     • versions: original; plain text
235. WOS-000330521100003
     • author: Marsh, JA
     • title: Recent Trends in Intergovernmental Relations: The Resurgence of Local Actors in Education Policy
     • date: 2013
     • words: 240
     • flesch: 39
     • summary: Federal policy often requires states and districts to alter local policies, and conversely, decisions made by states and districts can also influence federal decisions. In this essay, the authors explore trends in intergovernmental relations (IGR) by analyzing recent education policies-No Child Left Behind Act, Common Core State Standards, and local empowerment policies.
     • keywords: actors; authors; federal; local; policies
     • versions: original; plain text
236. WOS-000330684900002
     • author: Jewell, JO
     • title: Mixing bodies and minds: race, class and 'mixed schooling' controversies in New Orleans and Atlanta, 1874-87
     • date: 2014
     • words: 139
     • flesch: 34
     • summary: Jewell argues that analyses of racial formation should give attention to discursive links between race and class in struggles over social reproduction because maintaining racial hierarchies in periods of social change requires constructing new cultural narratives that reproduce economic dominance over racial minorities. Jewell's study analyses these cases to explore social reproduction as a link between race and class as social structures.
     • keywords: access; class; racial; social
     • versions: original; plain text
237. WOS-000331216200005
     • author: Dimartino, C
     • title: Navigating Public-Private Partnerships: Introducing the Continuum of Control
     • date: 2014
     • words: 134
     • flesch: 38
     • summary: In many urban districts, the public education landscape is being transformed as private-sector providers such as educational management organizations, charter management organizations, and partner support organizations partner with or run district schools. Such a continuum captures the variety of providers in the field examining different attributes that can contribute to the likely success or failure of a partnership.
     • keywords: organizations; private; providers
     • versions: original; plain text
238. WOS-000333323500003
     • author: DeBray, E
     • title: Intermediary Organizations in Charter School Policy Coalitions Evidence From New Orleans
     • date: 2014
     • words: 203
     • flesch: 23
     • summary: Drawing on interview data and documents from New Orleans about the charter school reforms that have developed there since 2005, the authors examine (a) the role of intermediaries in producing information and research syntheses for local, state, and/or federal policymakers; (b) the extent of policymakers' demand for such research and information; and (c) the extent to which local and national coalitions of organizations appear to be influential in research use. This article develops a framework for investigating research use, using an advocacy coalition framework and the concepts of a supply side (mainly organizations) and demand side (policymakers).
     • keywords: coalitions; demand; policymakers; research
     • versions: original; plain text
239. WOS-000333323500005
     • author: Scott, J
     • title: The Hub and the Spokes Foundations, Intermediary Organizations, Incentivist Reforms, and the Politics of Research Evidence
     • date: 2014
     • words: 197
     • flesch: 32
     • summary: Drawing from a 3-year (2011-2014) study of IOs, research utilization, and policymaking in the case of incentivist reforms, we find that foundations are uniquely situated in the reform landscape as a central actor, at the hub of intermediary activity as a funder of IOs, but also as a spoke in the wheel that helps to mobilize and, in many ways, direct the activities of the IOs. We discuss the implications of the role of foundations in research production, promotion, and utilization for research and policymaking.
     • keywords: foundations; ios; market; reforms
     • versions: original; plain text
240. WOS-000334415000007
     • author: Jones, BD
     • title: Policy Bubbles
     • date: 2014
     • words: 133
     • flesch: 57
     • summary: We examine in some detail three likely instances of ongoing policy bubbles: crime policy, school reform (charter schools and private education vouchers), and the contracting and privatization of public services. In sketching the relation of policy bubbles to economic bubbles, we describe how these two concepts have similar origins but different trajectories because they are filtered by different institutions.
     • keywords: bubbles; concept; policy
     • versions: original; plain text
241. WOS-000335652700005
     • author: Master, B
     • title: Staffing for Success: Linking Teacher Evaluation and School Personnel Management in Practice
     • date: 2014
     • words: 198
     • flesch: 32
     • summary: I use an exploratory factor analysis to identify four distinct components of administrators' feedback to teachers and show that different components predict different types of personnel decisions in schools. The results suggest the importance of accounting for multiple aspects of teachers' work in evaluation systems that are meant to inform multiple types of personnel decisions.
     • keywords: decisions; different; evaluations; personnel; teachers
     • versions: original; plain text
242. WOS-000336227500008
     • author: Lubienski, C
     • title: Re-making the middle: Dis-intermediation in international context
     • date: 2014
     • words: 211
     • flesch: 31
     • summary: Reviewing the empirical record from these cases, I argue that, rather than simply devolving power away from intermediate authorities to local actors in order to produce more effective or equitable outcomes, many of these reforms have been more successful instead in creating the conditions in which new, non-state actors are able to accrue policy power for themselves. Recent reforms in England's education system have been justified on the grounds that other countries have pursued similar approaches to education reform.
     • keywords: institutions; level; meso; reforms
     • versions: original; plain text
243. WOS-000336820700006
     • author: Beck, D
     • title: Why they choose and how it goes: Comparing special education and general education cyber student perceptions
     • date: 2014
     • words: 140
     • flesch: 57
     • summary: We surveyed parents (n = 232; 48.7% response rate) and students (n = 269; 53.7% response rate) at a cyber charter school that we will call SunTech, where special education students account for 26% of the student body. Findings indicate that special education students and their parents were more likely than general education peers to mention behavioral issues as influencing their decision to choose SunTech.
     • keywords: education; schools; students
     • versions: original; plain text
244. WOS-000339554900008
     • author: Gourdet, CK
     • title: Carrots and Sticks: Compliance Provisions in State Competitive Food Laws-Examples for State and Local Implementation of the Updated USDA Standards
     • date: 2014
     • words: 201
     • flesch: 42
     • summary: Compliance measures help to strengthen competitive food laws by providing state agencies with an enforcement mechanism. This study examined compliance provisions codified into state law that focused on incentives, monetary penalties, or contracts which could provide examples for other jurisdictions.
     • keywords: competitive; laws; provisions; states
     • versions: original; plain text
245. WOS-000340233000004
     • author: McGuinn, P
     • title: Presidential Policymaking: Race to the Top, Executive Power, and the Obama Education Agenda
     • date: 2014
     • words: 213
     • flesch: 30
     • summary: Faced with divided control and partisan gridlock in Congress - which has been unable to reauthorize ESEA, the largest federal education program - the Obama administration has opted to make education policy from the executive branch. As a result, these actions may well set significant precedents for the separation of powers as well as for education policy.
     • keywords: administration; education; executive; obama; policy; significant
     • versions: original; plain text
246. WOS-000340273100001
     • author: Baldridge, BJ
     • title: Relocating the Deficit: Reimagining Black Youth in Neoliberal Times
     • date: 2014
     • words: 146
     • flesch: 45
     • summary: Through ethnographic research with 20 youth workers at a college completion and youth development after-school program in the urban Northeast, findings indicate that tensions arise as youth workers strive to reimagine Black youth in humanizing ways despite pressures to frame them as broken and in need of fixing to compete for funding with charter schools. These tensions result in youth workers downplaying the social, cultural, and emotional dimensions of their work.
     • keywords: tensions; workers; youth
     • versions: original; plain text
247. WOS-000342236000007
     • author: Fryer, RG
     • title: INJECTING CHARTER SCHOOL BEST PRACTICES INTO TRADITIONAL PUBLIC SCHOOLS: EVIDENCE FROM FIELD EXPERIMENTS
     • date: 2014
     • words: 134
     • flesch: 34
     • summary: The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools-by 0.15 to 0.18 standard deviations a year-and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.
     • keywords: achievement; practices; schools
     • versions: original; plain text
248. WOS-000342667200001
     • author: Johnston, JB
     • title: Resisting Charters: A Comparative Policy Development Analysis of Washington and Kentucky, 2002-2012
     • date: 2014
     • words: 163
     • flesch: 50
     • summary: Over the past two decades, most states have adopted laws enabling charter schools, as charter advocates successfully presented charters as the solution to core problems in urban public education. I identify the source of the discursive resources used by opponents of charter schools in state-level educational ecosystems': the cultural and institutional legacies of a range of state educational policies.
     • keywords: charter; schools; states; urban
     • versions: original; plain text
249. WOS-000342822000002
     • author: Castellano, KE
     • title: Composition, Context, and Endogeneity in School and Teacher Comparisons
     • date: 2014
     • words: 246
     • flesch: 27
     • summary: Controlling for school composition by including student covariates is critical for valid estimation of either kind of school effect. We show that the Hausman and Taylor approach from panel data econometrics can be used for valid estimation of individual school or school-type effects when there is only Level-2 endogeneity but can lead to bias when there are also contextual or peer effects.
     • keywords: covariates; effects; school; student; type
     • versions: original; plain text
250. WOS-000344544800004
     • author: Stern, M
     • title: On the charter question: black Marxism and black nationalism
     • date: 2015
     • words: 172
     • flesch: 24
     • summary: This article brings two black intellectual traditions to bear on the question of charter schools: black Marxism and black nationalism. The authors examine the theoretical and rhetorical devices used to talk about charters schools by focusing on how notions of 'black liberation' are deployed by the charter movement, and to what end.
     • keywords: authors; black; charter; schools
     • versions: original; plain text
251. WOS-000345227200002
     • author: Quinn, R
     • title: Beyond Grantmaking: Philanthropic Foundations as Agents of Change and Institutional Entrepreneurs
     • date: 2014
     • words: 144
     • flesch: 14
     • summary: We argue that foundations are distinctive due to their ability to simultaneously pursue social mechanisms that are often considered to be the realms of different types of institutional entrepreneurs. We conceptualize philanthropic foundations as agents of change known as institutional entrepreneurs to illuminate the social mechanisms they employ in pursuit of institutional change.
     • keywords: change; foundations; social
     • versions: original; plain text
252. WOS-000346341700004
     • author: Avni, S
     • title: The meanings of Hebrew: defining bilingual education in a dual-language charter school
     • date: 2015
     • words: 160
     • flesch: 32
     • summary: Using a discourse analytic framework that draws on theories of language ideologies, this paper analyzes the semiotics of a heritage language as it moves from the context of parochial education to the realm of public schooling. I identify how this new educational initiative redefines Hebrew teaching as a novel form of bilingual education that eschews discourses of identity, rights, and heritage.
     • keywords: hebrew; heritage; language; public
     • versions: original; plain text
253. WOS-000347279900005
     • author: Renzulli, LA
     • title: Innovative Education? A Test of Specialist Mimicry or Generalist Assimilation in Trends in Charter School Specialization Over Time
     • date: 2015
     • words: 191
     • flesch: 33
     • summary: By most media accounts, charter schools are innovative schools. However, simultaneously, we find support for a generalist assimilation hypothesis: Charter schools have come to resemble traditional schools through isomorphic tendencies over time.
     • keywords: charter; innovation; schools; specialist
     • versions: original; plain text
254. WOS-000347771500026
     • author: Flaker, A
     • title: School management and efficiency: An assessment of charter vs. traditional public schools
     • date: 2014
     • words: 163
     • flesch: 43
     • summary: This study evaluates the efficiency of charter schools in Massachusetts by assessing their proficiency scores and per student spending as compared with traditional public schools. I find that charter schools outperform traditional public schools in both reading and math and that the difference is more salient in urban communities.
     • keywords: charter; public; schools; traditional
     • versions: original; plain text
255. WOS-000349027100006
     • author: Clarke, M
     • title: 'Knowledge is power'? A Lacanian entanglement with political ideology in education
     • date: 2015
     • words: 157
     • flesch: -23
     • summary: This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore these possibilities, the paper examines the fantasies residing in neoliberal education policy's vision of the knowledge economy, before focusing on a Lacanian analysis of the ideologies of knowledge and power manifested in the US KIPP (Knowledge is Power) charter school network, in order to think about how neoliberalism's obsession with knowledge as control and mastery might be unsettled by what Lacan called 'the sublimity of stupidity' - by engagement with a psychoanalytic epistemology that recognizes how conscious knowledge may be interrupted by the unknowing of the unconscious and that places neoliberal regimes of knowledge in a dialectical relationship with non-knowledge, ignorance, stupidity and desire.
     • keywords: analysis; knowledge; policy
     • versions: original; plain text
256. WOS-000349122500006
     • author: Au, W
     • title: Sponsors of Policy: A Network Analysis of Wealthy Elites, Their Affiliated Philanthropies, and Charter School Reform in Washington State
     • date: 2014
     • words: 322
     • flesch: 15
     • summary: As of 2012, all but nine U. S. states allowed charter schools, and in one of those nine, Washington State, charter school legislation was passed by popular vote in November 2012. Research Design: Making use of available tax records, public election information, individual and organizational websites, and institutional and foundation databases, this study uses simple directed graphing techniques from social network analysis to analyze the complex relationships and affiliations of policy actors relative to the campaign to pass charter school Initiative 1240 in the state of Washington.
     • keywords: charter; education; organizations; policy; school; state; study; washington
     • versions: original; plain text
257. WOS-000350465300003
     • author: Melancon, KR
     • title: 'Listen to the voice of reason': the New Orleans Tribune as advocate for public, integrated education
     • date: 2015
     • words: 137
     • flesch: 19
     • summary: The New Orleans Tribune (1864-1870), the first black daily newspaper in the United States, was the singular text in the public South at its time to staunchly advocate for public, integrated education, anticipating the ruling of Brown v. Board of Education, and arguing that separate education would always be synonymous with unequal education and would reinforce the mark of inferiority already placed upon blacks by slavery. This article argues that the Tribune grounded its argument against segregated education in logos-centred rhetoric that focused specifically on combating the dominant discourse of white supremacy and black inferiority embedded in the emerging ideology of scientific racism.
     • keywords: education; public; tribune
     • versions: original; plain text
258. WOS-000352629500013
     • author: Kennedy, CM
     • title: Lessons from outside the classroom: What can New Zealand learn from the long Chilean Winter?
     • date: 2015
     • words: 175
     • flesch: 28
     • summary: In conclusion, the article suggests that a successful strategy to counter educational disparity needs to create viable alternatives to a free-market approach and, as such, it appears that there are important lessons that New Zealand can learn from the Chilean Winter - lessons that go beyond the implementation of charter schools to fundamental social structures. This article explores the potential impact of increased school choice, specifically of proposed charter (partnership) schools, on educational inequality in New Zealand.
     • keywords: article; charter; educational; inequality
     • versions: original; plain text
259. WOS-000353148000008
     • author: Chingos, MM
     • title: The Uneven Performance of Arizona's Charter Schools
     • date: 2015
     • words: 120
     • flesch: 52
     • summary: Using student-level data covering all Arizona students from 2006 to 2012, we find that the performance of charter schools in Arizona in improving student achievement varies widely, and more so than that of traditional public schools (TPS). Arizona enrolls a larger share of its students in charter schools than any other state in the country, but no comprehensive examination exists of the impact of those schools on student achievement.
     • keywords: schools; student
     • versions: original; plain text
260. WOS-000354486600003
     • author: Winters, MA
     • title: Understanding the Gap in Special Education Enrollments Between Charter and Traditional Public Schools: Evidence From Denver, Colorado
     • date: 2015
     • words: 230
     • flesch: 45
     • summary: Rather, the impact of student mobility on the gap is driven primarily by nondisabled students: Regular enrollment students are more likely to enter into charter schools, thus disproportionately reducing the percentage of students with disabilities within the charter sector. The gap begins because students with disabilities are less likely to apply to charter schools in gateway grades than are nondisabled students.
     • keywords: charter; gap; schools; students
     • versions: original; plain text
261. WOS-000355103300001
     • author: Stevens, CS
     • title: Patterns in Illinois educational school data
     • date: 2015
     • words: 172
     • flesch: 65
     • summary: We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. In the last few years, charter students' scores overtook those of students in traditional schools as the number of charter school locations increased.
     • keywords: charter; chicago; poverty; schools
     • versions: original; plain text
262. WOS-000356234600004
     • author: Zeichner, K
     • title: Venture Philanthropy and Teacher Education Policy in the US: The Role of the New Schools Venture Fund
     • date: 2015
     • words: 285
     • flesch: 39
     • summary: We suggest a third position (transformers) that we believe will strengthen the U.S. system of public teacher education and provide everyone's children with high-quality teachers. Background & Purpose: This article focuses on the growing role of venture philanthropy in shaping policy and practice in teacher education in the United States.
     • keywords: education; policy; position; private; role; teacher
     • versions: original; plain text
263. WOS-000356235500005
     • author: Rogers, J
     • title: Examining the Parent Trigger as a Strategy for School Reform and Parental Engagement
     • date: 2015
     • words: 387
     • flesch: 29
     • summary: Unless policy makers promote a more deliberative model of community engagement, empowerment, and school governance, it is likely that parent trigger could contribute to continual corruption of democratic institutions and avenues for school governance. This policy analysis draws on multiple forms of evidence to examine the efficacy of the parent trigger approach for school improvement and community engagement.
     • keywords: approach; engagement; improvement; parent; policies; policy; reform; school; trigger
     • versions: original; plain text
264. WOS-000356617700005
     • author: Ford, MR
     • title: A Comparison of Public and Charter School Board Governance in Three States
     • date: 2015
     • words: 104
     • flesch: 25
     • summary: In this article we compare the governance behaviors and preferences of nonprofit charter school board members with traditional elected public school board members in Michigan, Minnesota, and Wisconsin. The findings provide new information for policymakers weighing the potential benefits of education privatization through the use of nonprofit charter schools against the potential loss of democratic board accountability.
     • keywords: board; members; school
     • versions: original; plain text
265. WOS-000357579800003
     • author: Ni, YM
     • title: Principal Turnover: Upheaval and Uncertainty in Charter Schools?
     • date: 2015
     • words: 238
     • flesch: 48
     • summary: The Aalen-Johansen estimator and discrete-time competing risk models are used to analyze principal turnover rates and transition patterns in charter schools in relation to those in traditional schools. Our analyses show that charter schools had a higher principal turnover rate than traditional schools and very different principal transition patterns.
     • keywords: charter; principal; schools; traditional; turnover
     • versions: original; plain text
266. WOS-000357579800004
     • author: Farrell, CC
     • title: Designing School Systems to Encourage Data Use and Instructional Improvement: A Comparison of School Districts and Charter Management Organizations
     • date: 2015
     • words: 243
     • flesch: 42
     • summary: As this article is one of the first to offer a comparative look at data use between school districts and CMOs, it lays the groundwork for diffusion of promising practices across these systems for school and system leaders. Patterns from within and across school systems are presented.
     • keywords: data; efforts; school; systems; use
     • versions: original; plain text
267. WOS-000360841600005
     • author: Rogers, R
     • title: Making Public Policy: The New Philanthropists and American Education
     • date: 2015
     • words: 190
     • flesch: 44
     • summary: Examining specific trends and events in education philanthropy over the last 10 years, this article identifies key players in philanthropic education reform and argues that philanthropy in education is now playing a policy-making rolewithout checks and balancesthat is qualitatively and quantitatively different than before. The massive influx of private money into education policy and its influence over public education raises questions around the proper role of philanthropy in a democracy.
     • keywords: education; philanthropy; policy; power; private
     • versions: original; plain text
268. WOS-000364872900003
     • author: Jabbar, H
     • title: Competitive Networks and School Leaders' Perceptions: The Formation of an Education Marketplace in Post-Katrina New Orleans
     • date: 2015
     • words: 116
     • flesch: 42
     • summary: Factors that predicted a competitive relationship between two schools included geography, student transfers, school performance, principal characteristics, and charter network. Yet there is limited empirical research about how school leaders actually perceive competition and whom they view as rivals.
     • keywords: competition; school
     • versions: original; plain text
269. WOS-000365296600007
     • author: Reckhow, S
     • title: Beyond Blueprints: Questioning the Replication Model in Education Philanthropy
     • date: 2015
     • words: 218
     • flesch: 38
     • summary: Based on analysis of foundation grant distribution to urban districts since 2000 and the political consequences of these grants, I argue that the pendulum of philanthropic strategy may have moved too far in response to the Annenberg Challenge. Major new foundations, such as the Gates Foundation, Broad Foundation, and Walton Family Foundation, developed strategies for education philanthropy that drew on lessons from the Annenberg Challenge in the 1990s.
     • keywords: annenberg; districts; foundation; funders; new
     • versions: original; plain text
270. WOS-000365870900012
     • author: Zhou, YS
     • title: Educational choice and marketization in Hong Kong: the case of direct subsidy scheme schools
     • date: 2015
     • words: 171
     • flesch: 52
     • summary: DSS schools have a higher proportion of students with high socioeconomic status than with medium and low socioeconomic status. Such schools have greater autonomy in matters of curricula, staffing, and student admission.
     • keywords: dss; educational; reform; schools; student
     • versions: original; plain text
271. WOS-000365935600003
     • author: San Pedro, TJ
     • title: Silence as Shields: Agency and Resistances among Native American Students in the Urban Southwest
     • date: 2015
     • words: 169
     • flesch: 42
     • summary: Challenging such assumptions, Native American students in this study reveal that as they attempt to voice their ideas, they are repeatedly silenced because their knowledges counter the dominant settler knowledges taught in public schools. This article discusses findings from a three-year ethnographic study of an ethnic studies course called Native American literature, which began during the passing of legislation that banned the teaching of ethnic studies in Arizona's public and charter schools.
     • keywords: american; knowledges; native; students
     • versions: original; plain text
272. WOS-000366077000007
     • author: Mini, S
     • title: Negotiating language ownership: Hebrew charter schools and the American Jewish press
     • date: 2015
     • words: 126
     • flesch: 50
     • summary: This article analyzes the contested notion of language ownership by exploring a set of discussions in over 75 articles in the American Jewish press about Hebrew charters. Hebrew charters illuminate how language ownership is negotiated through printed media and how one community grapples with the challenges and possibilities that language diffusion presents.
     • keywords: charters; hebrew; language
     • versions: original; plain text
273. WOS-000366599000002
     • author: Clark, MA
     • title: Do Charter Schools Improve Student Achievement?
     • date: 2015
     • words: 125
     • flesch: 44
     • summary: We find that impacts varied considerably across schools and students, with more positive impacts for more disadvantaged schools and students and more negative impacts for the more advantaged. To estimate charter school impacts, we compare test score outcomes of students admitted to these schools through the randomized admissions lotteries with outcomes of applicants who were not admitted.
     • keywords: impacts; schools
     • versions: original; plain text
274. WOS-000366599000012
     • author: Jabbar, H
     • title: Every Kid Is Money: Market-Like Competition and School Leader Strategies in New Orleans
     • date: 2015
     • words: 118
     • flesch: 59
     • summary: Findings suggest that school leaders did experience market pressures, yet their responses to such pressures varied, depending in part on their perceptions of competition and their status in the market hierarchy. However, do school leaders recognize market pressures?
     • keywords: market; school
     • versions: original; plain text
275. WOS-000366903800011
     • author: Henry, KL
     • title: Locking the Door Before We Got the Keys: Racial Realities of the Charter School Authorization Process in Post-Katrina New Orleans
     • date: 2016
     • words: 101
     • flesch: 30
     • summary: Charter schools have become the hegemonic solution for urban educational reform initiatives aimed at curtailing longstanding race-based educational inequities. We center on the perspectives of African American educational actors.
     • keywords: charter; educational; schools
     • versions: original; plain text
276. WOS-000367836800005
     • author: Sun, M
     • title: Work Environments and Labor Markets: Explaining Principal Turnover Gap Between Charter Schools and Traditional Public Schools
     • date: 2016
     • words: 271
     • flesch: 37
     • summary: Moreover, relative to TPS peers, three factors have stronger associations with the likelihood of charter school principal turnover: principal leadership quality, barriers to the dismissal of poor-performing or incompetent teachers, and salary. To contribute to the limited empirical literature on the principal labor market, this study explores the reasons for the disparity of turnover rates between charter school principals and their counterparts in traditional public schools (TPSs).
     • keywords: charter; leadership; principal; school; tps; turnover
     • versions: original; plain text
277. WOS-000368328600015
     • author: Roch, CH
     • title: Nonprofit, For-Profit, or Stand-Alone? How Management Organizations Influence the Working Conditions in Charter Schools
     • date: 2015
     • words: 152
     • flesch: 58
     • summary: We find that teachers in charter schools managed by education MOs have lower levels of autonomy than teachers in other charter schools. They also receive lower levels of compensation than other charter school teachers.
     • keywords: charter; schools; teachers
     • versions: original; plain text
278. WOS-000369591700011
     • author: Cicek, V
     • title: CHARTER SCHOOLS AND THE PROBLEM OF SEGREGATION IN US
     • date: 2015
     • words: 418
     • flesch: 47
     • summary: Likewise, charter school movement had bipartisan support from many levels and today, although still only about 1 percent of students is enrolled in charter schools they emerged as a successful model to traditional public schools and even to the private schools in many areas. Specifically in this study, effect of charter school movement on the issue of ethnic, racial, religious, socio-economic segregation has been analyzed and it has been concluded that in fact there is a relation between the segregation issue and the charter school movement and that this relationship is mostly a negative one unlike magnet schools, which substantially improved the segregation problem in the 1970s; however it was not clear whether it is the charter school movement that is the cause or it is the other way around.
     • keywords: charter; movement; public; schools; segregated; segregation; students; u.s
     • versions: original; plain text
279. WOS-000370048700002
     • author: Nichols-Barrer, I
     • title: Student Selection, Attrition, and Replacement in KIPP Middle Schools
     • date: 2016
     • words: 125
     • flesch: 46
     • summary: Unlike district schools, however, KIPP schools tend to replace students who exit with higher achieving students, and fewer students are replaced in the later years of middle school. On average, KIPP schools admit students disadvantaged in ways similar to other local students, and attrition patterns are typically no different at KIPP than at nearby schools.
     • keywords: kipp; schools; students
     • versions: original; plain text
280. WOS-000370308700007
     • author: Chakrabarti, R
     • title: Do charter schools crowd out private school enrollment? Evidence from Michigan
     • date: 2016
     • words: 204
     • flesch: 53
     • summary: This study departs from the existing literature by investigating the effect of charter schools on enrollment in private schools. Using data on private school enrollment from biennial NCES private school surveys, and using a fixed effects as well as an instrumental variables strategy that exploits exogenous variation from Michigan charter law, we investigate the effect of charter school penetration on private school enrollment.
     • keywords: charter; effects; enrollment; private; schools
     • versions: original; plain text
281. WOS-000371954500001
     • author: Jabbar, H
     • title: The Visible Hand: Markets, Politics, and Regulation in Post-Katrina New Orleans
     • date: 2016
     • words: 159
     • flesch: 25
     • summary: These findings can inform other school districts across the United States as they adopt market-based reforms, providing directions for ensuring that such policies are equitable. Her findings indicate that governing agencies constrain or enable school leaders' ability to respond to market pressures, sometimes mitigating and other times exacerbating inequities in the marketplace.
     • keywords: competition; jabbar; school
     • versions: original; plain text
282. WOS-000373385500003
     • author: Oberfield, ZW
     • title: A Bargain Half Fulfilled: Teacher Autonomy and Accountability in Traditional Public Schools and Public Charter Schools
     • date: 2016
     • words: 146
     • flesch: 51
     • summary: It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. Also, it is unclear what the franchising of the PCS sectorthe growth of schools run by educational management organizations (EMOs)means for teacher autonomy and accountability.
     • keywords: autonomy; teachers
     • versions: original; plain text
283. WOS-000374007300001
     • author: Angrist, JD
     • title: Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice
     • date: 2016
     • words: 106
     • flesch: 53
     • summary: Charter attendance also boosts SAT scores sharply and increases the likelihood of taking an Advanced Placement (AP) exam, the number of AP exams taken, and AP scores. Charter effects on college-related outcomes are strongly correlated with charter effects on earlier tests.
     • keywords: charter; college; effects
     • versions: original; plain text
284. WOS-000374508800005
     • author: Jabbar, H
     • title: Between Structure and Agency: Contextualizing School Leaders' Strategic Responses to Market Pressures
     • date: 2016
     • words: 164
     • flesch: 24
     • summary: In this study, I examine the interplay between structure and agency in education markets to (a) examine how a school's position in the market hierarchy influences how it is represented and viewed as a rival by network competitors and to (b) explore how a school's position in the network of competitors influences the possible and actual strategic actions that schools adopt in response to market pressures. School choice is expected to place pressure on schools to improve to attract and retain students.
     • keywords: agency; market; school
     • versions: original; plain text
285. WOS-000377417700002
     • author: Buras, KL
     • title: Frederick Douglass High School in New Orleans: School Closings, Race, and the Dangers of Policy without History
     • date: 2015
     • words: 133
     • flesch: 41
     • summary: The community's spirited effort to honor the school's African American legacy and acquire greater resources from the state-run Recovery School District, in opposition to support for privately managed charter schools, provides a striking case study of resistance to current reforms and their costs. Amid mass charter school development and the School Facilities Master Plan aimed at reconstructing the city's education landscape, Douglass remained one of the only open access public high schools in the historic Upper 9th Ward.
     • keywords: charter; douglass; high; school; state
     • versions: original; plain text
286. WOS-000378627600009
     • author: Sass, TR
     • title: Charter High Schools' Effects on Long-Term Attainment and Earnings
     • date: 2016
     • words: 137
     • flesch: 56
     • summary: We find that students attending charter high schools are more likely to persist in college, and that in their mid-20s they experience higher earnings. Using data from Florida, we first confirm previous research (Booker etal., ) that students attending charter high schools are more likely to graduate from high school and enroll in college.
     • keywords: charter; schools
     • versions: original; plain text
287. WOS-000378661000002
     • author: Billingham, CM
     • title: Opinion polling and the measurement of Americans' attitudes regarding education
     • date: 2016
     • words: 184
     • flesch: 44
     • summary: In light of the important role that opinion polls may play in shaping discussion and debate over educational issues, we argue that further study of the construction of public opinion is warranted. Through a content analysis of questions asked between 1969 and 2013 in the Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools, we examine the salience of key educational issues over time.
     • keywords: educational; issues; opinion; public
     • versions: original; plain text
288. WOS-000380915700003
     • author: Chabrier, J
     • title: What Can We Learn from Charter School Lotteries?
     • date: 2016
     • words: 253
     • flesch: 48
     • summary: After accounting for performance levels at fallback schools, the relationship between the remaining variation in school performance and the entire No Excuses package of practices weakens. In line with the earlier literature, we find that schools that adopt an intensive No Excuses attitude towards students are correlated with large positive effects on academic performance, with traditional inputs like class size playing no role in explaining charter school effects.
     • keywords: charter; excuses; fallback; performance; schools
     • versions: original; plain text
289. WOS-000381272300008
     • author: McGuinn, P
     • title: From No Child Left behind to the Every Student Succeeds Act: Federalism and the Education Legacy of the Obama Administration
     • date: 2016
     • words: 162
     • flesch: 17
     • summary: Faced with partisan gridlock in Congress-which was not able to reauthorize the Elementary and Secondary Education Act (ESEA) until the last year in office-the Obama Administration opted to make education policy through creative, expansive, and controversial uses of executive power that changed the national political discourse around education and pushed states to enact important policy changes regarding charter schools, common core standards and assessments, and teacher evaluation. The administration's aggressive efforts on school reform, however, eventually led to a political backlash against those same reforms and federal involvement in education more generally and resulted in an ESEA reauthorization (the 2015 Every Student Succeeds Act) that rolls back the federal role in K-12 schooling in important ways.
     • keywords: act; administration; education; obama
     • versions: original; plain text
290. WOS-000381366600002
     • author: Ford, MR
     • title: COMPARING NONPROFIT CHARTER AND TRADITIONAL PUBLIC SCHOOL BOARD MEMBER PERCEPTIONS OF THE PUBLIC, CONFLICT, AND FINANCIAL RESPONSIBILITY Is there a difference and does it matter?
     • date: 2016
     • words: 100
     • flesch: 32
     • summary: In this paper, survey data collected from nonprofit charter school board and elected public school board members in Minnesota is used to test three hypotheses relating to theories of New Public Management, democratic governance, and small group dynamics. We find that nonprofit charter school board members perceive lower levels of conflict, place less priority on the general public, and perceive a higher degree of governance responsibly in the area of financial management, than elected board members.
     • keywords: board; members; public
     • versions: original; plain text
291. WOS-000382950900002
     • author: Torres, AC
     • title: Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations
     • date: 2016
     • words: 122
     • flesch: 46
     • summary: An unsustainable workload is considered the primary cause of teacher turnover at Charter Management Organizations (CMOs), yet most reports provide anecdotal evidence to support this claim. This study uses 2010-2011 survey data from one large CMO and finds that teachers' perceptions of workload are significantly associated with decisions to leave across schools and teachers.
     • keywords: teachers; workload
     • versions: original; plain text
292. WOS-000384783800003
     • author: Carlson, D
     • title: Charter school closure and student achievement: Evidence from Ohio
     • date: 2016
     • words: 172
     • flesch: 54
     • summary: Our regression discontinuity analysis uses an exogenous source of variation in school closure an Ohio law that requires charter schools to close if they fail to meet a specific performance standard to estimate the causal effect of closure on student achievement. These results complement the more common lottery-based estimates of charter school effects, which likely serve as upper-bound estimates due to their focus on oversubscribed schools often located in cities with high-performing charter sectors.
     • keywords: charter; closure; low; schools
     • versions: original; plain text
293. WOS-000390390800004
     • author: Eng, N
     • title: Education Inequality: Broadening Public Attitudes through Framing
     • date: 2016
     • words: 168
     • flesch: 40
     • summary: Research over the last 50 years have been remarkably consistent when it comes to addressing education inequality: background factors like family and socioeconomics matter to school success. I also offer ways to frame the issue of education inequality to help the public, including decision makers and influencers, conceive of solutions and opportunities beyond the status quo.
     • keywords: education; inequality; public
     • versions: original; plain text
294. WOS-000393244300009
     • author: Winters, MA
     • title: Are low-performing students more likely to exit charter schools? Evidence from New York City and Denver, Colorado
     • date: 2017
     • words: 149
     • flesch: 51
     • summary: However, relatively little is currently known about whether low-performing students are in fact more likely to exit charter schools than surrounding traditional public schools. Low-performing students in both cities are either equally likely or less likely to exit their schools than are student in traditional public schools.
     • keywords: low; schools; students
     • versions: original; plain text
295. WOS-000394650200002
     • author: Egalite, AJ
     • title: The Impact of Targeted School Vouchers on Racial Stratification in Louisiana Schools
     • date: 2017
     • words: 165
     • flesch: 36
     • summary: In those school districts under federal desegregation orders, voucher transfers result in a large reduction in traditional public schools' racial stratification levels and have no discernible impact on private schools. This targeted school voucher program provides funding for low-income, mostly minority students in the lowest-graded public schools to enroll in participating private schools.
     • keywords: private; racial; schools; stratification
     • versions: original; plain text
296. WOS-000394749900002
     • author: Rose, CP
     • title: From the Delta Banks to the Upper Ranks: An Evaluation of KIPP Charter Schools in Rural Arkansas
     • date: 2017
     • words: 270
     • flesch: 45
     • summary: KIPP DCPS students have consistently outperformed their peers from neighboring districts on year-end student achievement scores, and KIPP's national reputation led Arkansas lawmakers to exempt KIPP from the state's charter school cap. Finally, using regression models that control demographic and prior academic indicators, we find that KIPP DCPS students gain significantly more each year on standardized assessments than do their matched peers.
     • keywords: charter; dcps; kipp; prior; schools; student
     • versions: original; plain text
297. WOS-000395391600002
     • author: Cannata, M
     • title: Using Teacher Effectiveness Data for Information-Rich Hiring
     • date: 2017
     • words: 253
     • flesch: 42
     • summary: These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring.
     • keywords: data; effectiveness; hiring; principals; teacher
     • versions: original; plain text
298. WOS-000395437600002
     • author: Grissom, JA
     • title: Central Office Supports for Data-Driven Talent Management Decisions: Evidence From the Implementation of New Systems for Measuring Teacher Effectiveness
     • date: 2017
     • words: 177
     • flesch: 21
     • summary: We investigate the barriers to principals' use of teacher effectiveness measures in eight urban districts and charter management organizations that are investing in new systems for collecting such measures and making them available to school leaders and the supports central offices are building to help principals overcome those barriers. School districts increasingly push school leaders to utilize multiple measures of teacher effectiveness, such as observation ratings or value-added scores, in making talent management decisions, including teacher hiring, assignment, support, and retention, but we know little about the local conditions that promote or impede these processes.
     • keywords: barriers; measures; school; teacher
     • versions: original; plain text
299. WOS-000395437600004
     • author: Ahn, J
     • title: Student Enrollment Patterns and Achievement in Ohio's Online Charter Schools
     • date: 2017
     • words: 169
     • flesch: 51
     • summary: Our results also show that students in e-schools are performing worse on standardized assessments than their peers in traditional charter and traditional public schools. We utilize state data of nearly 1.7 million students in Ohio to study a specific sector of online education: K-12 schools that deliver most, if not all, education online, lack a brick-and-mortar presence, and enroll students full-time.
     • keywords: charter; schools; students; traditional
     • versions: original; plain text
300. WOS-000396459600001
     • author: Garnett, NS
     • title: Sector Agnosticism and the Coming Transformation of Education Law
     • date: 2017
     • words: 158
     • flesch: 33
     • summary: This transformation in the delivery of K12 education is the result of a confluence of factors-discussed in detail below-that increasingly lead education reformers to support efforts to increase the number of high quality schools serving disadvantaged students across all three educational sectors, instead of focusing exclusively on reforming urban public schools. Over the past two decades, the landscape of elementary and secondary education in the United States has shifted dramatically, due to the emergence and expansion of privately provided, but publicly funded, schooling options (including both charter schools and private school choice devices like vouchers, tax credits, and educational savings accounts).
     • keywords: charter; education; result; schools
     • versions: original; plain text
301. WOS-000397408500001
     • author: Sondel, B
     • title: The New Teachers' Roundtable A Case Study of Collective Resistance
     • date: 2017
     • words: 206
     • flesch: 41
     • summary: These teachers relocated to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
     • keywords: movements; new; teachers
     • versions: original; plain text
302. WOS-000399747300002
     • author: Anthony-Stevens, V
     • title: 'A space for you to be who you are': an ethnographic portrait of reterritorializing Indigenous student identities
     • date: 2017
     • words: 157
     • flesch: 29
     • summary: The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making a space for you', which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. This ethnographic analysis talks back' to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural - urban landscapes.
     • keywords: indigenous; rural; space; urban
     • versions: original; plain text
303. WOS-000399980500009
     • author: Scott, J
     • title: The Political Economy of Market-Based Educational Policies: Race and Reform in Urban School Districts, 1915 to 2016
     • date: 2016
     • words: 122
     • flesch: 40
     • summary: They discuss how and why market-based reforms have evolved alongside racialized political and economic trends that have transformed cities over the past century, and they critically evaluate the research literature in light of such trends. The authors conclude that these intersections and interactions between market-based reforms and urban contexts must be addressed by policy and research.
     • keywords: market; reforms
     • versions: original; plain text
304. WOS-000401062200003
     • author: Ford, MR
     • title: School board member definitions of accountability A comparison of charter and traditional public school board members
     • date: 2017
     • words: 174
     • flesch: 39
     • summary: The authors find that charter school board members are more likely than traditional public school board members to define accountability through high stakes testing as opposed to staff professionalization and bureaucratic systems. Design/methodology/approach - The authors use originally collected survey data from democratically elected school board members and nonprofit charter school board members in Minnesota to test for differences in how these two populations view accountability.
     • keywords: accountability; board; members; school
     • versions: original; plain text
305. WOS-000401550000005
     • author: Brown, A
     • title: Biting the hand that feeds you? Teachers engage with an ethnography of neoliberalism in education
     • date: 2017
     • words: 194
     • flesch: 20
     • summary: Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. Data were gathered for this paper in teacher interviews following two years of collaborative ethnographic fieldwork at the College Preparatory Academy, a small public high school in Brooklyn, New York that created its own in-house nonprofit organization in order to solicit funds from private donors.
     • keywords: education; neoliberal; scholars; teachers; trends
     • versions: original; plain text
306. WOS-000401550000007
     • author: McWilliams, JA
     • title: The neighborhood school stigma: School choice, stratification, and shame
     • date: 2017
     • words: 273
     • flesch: 27
     • summary: An exodus of students from traditional neighborhood schools to charter schools has attended this growth, creating troubling numbers of vacant seats in neighborhood schools as well as concentrating larger percentages of high-need student populations like special education students and English Language Learners in these schools (Buras, 2014; Gabor, 2014; Knefel, 2014). How are youth, teachers, and staff in neighborhood schools responding to these conditions and the moral associations that the neighborhood school has come to invoke within an expanding educational marketplace?
     • keywords: charter; educational; growth; neighborhood; school; students; traditional
     • versions: original; plain text
307. WOS-000402519100021
     • author: Miron, L
     • title: Neoliberal Discourses: Toward a Deeper Understanding of a Global Latino Education
     • date: 2017
     • words: 118
     • flesch: 26
     • summary: Relying on empirical studies and everyday lived cultural experience in the rebuilding of the city of New Orleans post-Hurricane Katrina, I finally examine the implications for a Global Latino education and pedagogy. What's more as they affect the global-local social relation, varying manifestations such as gentrification, the global emergence of schools of choice (charter schools), and the economic and geographic dislocations of subordinate populations become evident.
     • keywords: global; neoliberalism; social
     • versions: original; plain text
308. WOS-000403033300004
     • author: Singleton, JD
     • title: Putting dollars before scholars? Evidence from for-profit charter schools in Florida
     • date: 2017
     • words: 167
     • flesch: 46
     • summary: By contrast, among charter schools belonging to a network, for-profits spend approximately 11% less per pupil, but expenses on student instruction are not being cut. Bearing out the concerns of parents and policymakers, regression estimates indicate that, among independent charters, for-profits spend less per pupil on instruction and achieve lower student proficiency gains.
     • keywords: charter; profit; schools; student
     • versions: original; plain text
309. WOS-000403627400003
     • author: Naclerio, MA
     • title: ACCOUNTABILITY THROUGH PROCEDURE? RETHINKING CHARTER SCHOOL ACCOUNTABILITY AND SPECIAL EDUCATION RIGHTS
     • date: 2017
     • words: 156
     • flesch: 23
     • summary: This Note argues that the absence of democratic responsiveness in the charter model amplifies existing shortcomings of special education procedures, frustrating the purposes of both charter school authorization statutes and the Individuals with Disabilities Education Act. Almost every state has experimented with charter schools to improve education outcomes for high-needs students.
     • keywords: charter; disabilities; education; schools
     • versions: original; plain text
310. WOS-000404815500002
     • author: Gannon-Slater, N
     • title: Advancing equity in accountability and organizational cultures of data use
     • date: 2017
     • words: 234
     • flesch: 45
     • summary: Practical implications - School leaders who advocate that equity importantly guides data use routines, and can anticipate how cultures of accountability or organizational learning show up in data use conversations, will be better prepared to redirect teachers' interpretations of data and clarify expectations of equity reform initiatives. Purpose - Data use cultures in schools determine data use practices.
     • keywords: cultures; data; equity; learning; use
     • versions: original; plain text
311. WOS-000404934200003
     • author: Robinson, S
     • title: Legitimation Strategies in Journalism: Public storytelling about racial disparities
     • date: 2017
     • words: 157
     • flesch: 31
     • summary: Using textual analysis and in-depth interviews, the evidence demonstrated that even as journalists and others worked to reinforce the status quo by drawing from dominant institutions and principal storylines, the digital work of authentication and grassroots organizing of African-Americans and other supporters of the charter school forced an alternative discourse to developone centered on experiences of inequities. Calling on critical race theory, this research compares the legitimation strategies of journalists to school officials, activists, and others writing online.
     • keywords: charter; quo; school; status
     • versions: original; plain text
312. WOS-000404944500008
     • author: Gallina, A
     • title: THE WASHINGTON STATE CONSTITUTION AND CHARTER SCHOOLS: A GENERAL AND UNIFORM PROHIBITION?
     • date: 2017
     • words: 351
     • flesch: 39
     • summary: Because the Washington State Supreme Court has not yet considered a challenge to charter schools under the article IX general and uniform mandate, it is unclear whether charter schools which are relatively free from regulation and focused on providing alternative and varied learning experiences can fit within a general and uniform system of public schools. The Court considered two issues on appeal: (1) that the charter schools unconstitutionally diverted common school funds to non-common schools; and (2) that the charter schools violated article IX, section 2 requiring the legislature to establish a general and uniform system of common schools.
     • keywords: charter; court; schools; system; uniform
     • versions: original; plain text
313. WOS-000405606700004
     • author: Verger, A
     • title: The emerging global education industry: analysing market-making in education through market sociology
     • date: 2017
     • words: 201
     • flesch: 46
     • summary: While they have taken different forms in different places, they have succeeded in installing the idea of quasi-markets in education, which has been directly instrumental in opening up opportunities for private investment in education. The second example concerns the ways that the increasingly global standardisation of education policies, provision and practices, presents lucrative opportunities for investment and profit.
     • keywords: education; example; gei; paper
     • versions: original; plain text
314. WOS-000407501800002
     • author: Nguyen, N
     • title: Catching the bus: A call for critical geographies of education
     • date: 2017
     • words: 205
     • flesch: 21
     • summary: Drawing from intensified interest in the geographies of education, this subfield can contribute to broader geographic debates by centering schooling in theory generation, rather than only studying education as a site of test cases for existing geographic theories. In light of these arguments, we call on geographers to advance geographic scholarship on education by creating a cohesive critical geographies of education subfield.
     • keywords: education; geographic; schooling; subfield
     • versions: original; plain text
315. WOS-000410414300003
     • author: Corry, M
     • title: An examination of dropout rates for Hispanic or Latino students enrolled in online K-12 schools
     • date: 2017
     • words: 202
     • flesch: 55
     • summary: One of those indicators is student dropout rates. The purpose of this study was to better understand dropout rates for K-12 Hispanic or Latino students enrolled in online schools in Arizona.
     • keywords: dropout; hispanic; rates; students
     • versions: original; plain text
316. WOS-000411096600010
     • author: Salter, LA
     • title: The Morality and Political Antagonisms of Neoliberal Discourse: Campbell Brown and the Corporatization of Educational Justice
     • date: 2017
     • words: 143
     • flesch: 19
     • summary: In particular, we highlight how Brown attempts to incorporate the fragments of different progressive discourses into a neoliberalized vision of educational justice. Neoliberalism is routinely criticized for its moral indifference, especially concerning the social application of moral objectives.
     • keywords: brown; discourse; moral; particular
     • versions: original; plain text
317. WOS-000411271600003
     • author: Adzima, KA
     • title: COLLEGE READINESS: ARE CALIFORNIA CHARTER SCHOOL STUDENTS BETTER PREPARED?
     • date: 2017
     • words: 135
     • flesch: 44
     • summary: For the Smarter Balanced Assessment using school years 2014-15 and 2015-16, I again find that charter students outperform traditional public students on average with gains in all categories for both the English and the mathematics portions of the exam. Using US data from the Los Angeles Unified School District (LAUSD) I analyse student outcomes from Advanced Placement tests and Smarter Balanced Summative Assessments to determine whether charter school students display higher levels of college readiness.
     • keywords: charter; school; students
     • versions: original; plain text
318. WOS-000412112000002
     • author: Abdulkadiroglu, A
     • title: Research Design Meets Market Design: Using Centralized Assignment for Impact Evaluation
     • date: 2017
     • words: 200
     • flesch: 41
     • summary: A growing number of school districts use centralized assignment mechanisms to allocate school seats in a manner that reflects student preferences and school priorities. We use these methods to evaluate charter schools in Denver, one of a growing number of districts that combine charter and traditional public schools in a unified assignment system.
     • keywords: assignment; mechanisms; random; school; seats
     • versions: original; plain text
319. WOS-000412183400006
     • author: Ladd, HF
     • title: The Growing Segmentation of the Charter School Sector in North Carolina
     • date: 2017
     • words: 149
     • flesch: 42
     • summary: We examine trends in the mix of students enrolled in charter schools, the racial imbalance of charter schools, patterns in student match quality by schools' racial composition, and the distributions of test score performance gains compared to those in traditional public schools. Our findings indicate that charter schools in North Carolina are increasingly serving the interests of relatively able white students in racially imbalanced schools and that despite improvements in the charter school sector over time, charter schools are still no more effective on average than traditional public schools.
     • keywords: charter; market; public; schools
     • versions: original; plain text
320. WOS-000412360500001
     • author: Roch, CH
     • title: Charter School Teacher Job Satisfaction
     • date: 2017
     • words: 126
     • flesch: 55
     • summary: We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers.
     • keywords: charter; schools
     • versions: original; plain text
321. WOS-000412869700003
     • author: Quinn, R
     • title: Getting to Scale: Ideas, Opportunities, and Resources in the Early Diffusion of the Charter Management Organization, 1999-2006
     • date: 2016
     • words: 365
     • flesch: 40
     • summary: We included charter organizational form, enrollment, and school founding and closure years. Understood and framed as the vehicle for getting to scale, the CMO form drew a disproportionate share of private philanthropy dollars, appealed to a new class of professionals from outside of education, and was successfully distinguished from alternative charter forms, all of which contributed to its early diffusion.
     • keywords: charter; cmo; diffusion; form; ideas; scale; school; years
     • versions: original; plain text
322. WOS-000412869700005
     • author: Marsh, JA
     • title: The Political Dynamics of District Reform: The Form and Fate of the Los Angeles Public School Choice Initiative
     • date: 2016
     • words: 401
     • flesch: 40
     • summary: To date, political analyses of education reform tend to isolate a particular policy and examine the politics of its adoption or implementation, but pay less attention to the effects of the politics of surrounding reforms and broader issues. At times in its evolution, players seeking success in one area of reform aligned with, used, or were used by players seeking success in other areas of reform.
     • keywords: goals; policy; political; politics; psci; reform; study
     • versions: original; plain text
323. WOS-000412869900007
     • author: Berends, M
     • title: Does the Organization of Instruction Differ in Charter Schools? Ability Grouping and Students' Mathematics Gains
     • date: 2016
     • words: 318
     • flesch: 37
     • summary: Research Design: With a matched sample of charter and traditional public schools in six states (Colorado, Delaware, Indiana, Michigan, Minnesota, and Ohio), we use regression analyses to estimate the relationship between student achievement gains and school sector. Background: Although we have learned a good deal from lottery-based and quasi-experimental studies of charter schools, much of what goes on inside of charter schools remains a black box to be unpacked.
     • keywords: ability; charter; public; schools; students; traditional
     • versions: original; plain text
324. WOS-000412870000006
     • author: Seider, S
     • title: Preparing Adolescents Attending Progressive and No-Excuses Urban Charter Schools to Analyze, Navigate, and Challenge Race and Class Inequality
     • date: 2016
     • words: 406
     • flesch: 23
     • summary: The present study compared the sociopolitical development of adolescents attending progressive and no-excuses charter high schools through a mixed methods research design involving pre-post surveys, qualitative interviews with participating adolescents and teachers, and ethnographic field notes collected during observations at participating schools. A growing body of scholarship has found that such sociopolitical capabilities are predictive in marginalized adolescents of a number of key outcomes, including resilience, academic achievement, and civic engagement.
     • keywords: adolescents; class; development; high; inequality; race; schools; sociopolitical
     • versions: original; plain text
325. WOS-000412870700004
     • author: Anderson, CR
     • title: From Corporation to Community: Culturally Relevant Pedagogy In an Urban Laboratory for School Reform
     • date: 2017
     • words: 516
     • flesch: 47
     • summary: The challenges that those who desire to implement CRP face can be categorized as either conceptual-representing a lack of understanding of CRP's conceptual underpinnings-or systemic-representing institutional barriers that impede the integration of CRP. Along with these reforms come models of schooling that undermine the concept of the community school, leading to different conceptions of schools, teachers, and students.
     • keywords: achievement; bulletin; cafeteria; community; context; crp; local; memphis; reform; school; shift
     • versions: original; plain text
326. WOS-000412871400006
     • author: Bowen, DH
     • title: Changing the Education Workforce? The Relationships Among Teacher Quality, Motivation, and Performance Pay
     • date: 2017
     • words: 375
     • flesch: 37
     • summary: Surprisingly, additional analyses indicate that teachers' value-added scores and performance evaluations do not predict a positive disposition towards merit pay. Research Design: We apply methods from experimental economics and conduct surveys with 120 teachers from two school districts who have experienced performance pay.
     • keywords: composition; different; pay; performance; teacher; workforce
     • versions: original; plain text
327. WOS-000412872000002
     • author: Ni, YM
     • title: Teacher Working Conditions, Teacher Commitment, and Charter Schools
     • date: 2017
     • words: 237
     • flesch: 25
     • summary: Teacher commitment is an important aspect of teachers' lives, because it is an internal force for teachers to grow as professionals. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers' workload would be effective ways to promote teacher commitment in charter schools.
     • keywords: charter; commitment; schools; teacher; tpss
     • versions: original; plain text
328. WOS-000414742100004
     • author: Oeur, F
     • title: The Respectable Brotherhood: Young Black Men in an All-boys Charter High School
     • date: 2017
     • words: 157
     • flesch: 47
     • summary: Neoliberal public school reform has revitalized efforts to open unique all-male schools for black boys. Yet to maintain legitimacy within a competitive environment, the school community drew moral boundaries between its exceptional young men and those delinquent boys most in crisis.
     • keywords: black; male; men; schools
     • versions: original; plain text
329. WOS-000416686600012
     • author: Williams, NA
     • title: The Black kitchen table agreement: the power of silence during the era of Trump
     • date: 2017
     • words: 190
     • flesch: 38
     • summary: In particular, it was common for Black kitchen table conversations to talk about the nuances of navigating systems of legalized segregation and oppression, as well - and more recently - navigating the landscape of contemporary education reform. In this short manuscript, I discuss the two prevailing perspectives of education reform in the Black community, the contemporary and historical roots of free-market, neoliberal, education reform, and conclude with arguing for the need to have a more defined and exclusive place for our kitchen table conversations.
     • keywords: black; kitchen; reform; table
     • versions: original; plain text
330. WOS-000419129900001
     • author: Mintrop, R
     • title: Teacher Evaluation, Pay for Performance, and Learning Around Instruction: Between Dissonant Incentives and Resonant Procedures
     • date: 2018
     • words: 256
     • flesch: 39
     • summary: Implications for Research and Practice: The study suggests that research insights can be gained when logics of complex performance management systems are disentangled and competing dynamics deliberately studied. The study examines why the logic of a performance management system, supported by the federal Teacher Incentive Fund, might be faulty.
     • keywords: incentive; management; performance; schools; study
     • versions: original; plain text
331. WOS-000419129900004
     • author: Jabbar, H
     • title: Recruiting "Talent": School Choice and Teacher Hiring in New Orleans
     • date: 2018
     • words: 219
     • flesch: 43
     • summary: Implications: Overall, expansive choice policies in New Orleans appear to foster flexibility and variation in teacher hiring strategies (although not in salary), as expected in a decentralized system. School choice also posed unique challenges for teacher recruitment.
     • keywords: leaders; new; orleans; practices; school; teacher
     • versions: original; plain text
332. WOS-000419722300002
     • author: Golann, JW
     • title: Conformers, Adaptors, Imitators, and Rejecters: How No-excuses Teachers' Cultural Toolkits Shape Their Responses to Control
     • date: 2018
     • words: 212
     • flesch: 48
     • summary: Second, I offer new ways beyond sensemaking theories to analyze how and why teachers adopt (or fail to adopt) new teaching practices. Drawing from 15 months of fieldwork at a no-excuses school, I found that teachers varied in their responses to school control based on their cultural toolkitstheir preferences and their capacities.
     • keywords: control; new; school; teachers; teaching
     • versions: original; plain text
333. WOS-000423318500002
     • author: Ferrare, JJ
     • title: Converging on Choice: The Interstate Flow of Foundation Dollars to Charter School Organizations
     • date: 2018
     • words: 213
     • flesch: 32
     • summary: We find that between 2009 and 2014, foundations were increasingly converging their funding flows to charter school organizations in select clusters of states as they shifted the concentration of funds away from individual charter schools to charter management organizations (CMOs) and advocacy organizations. However, the local market and policy contexts of states and certain forms of evidence of charter school effectiveness were also associated with interstate convergent funding.
     • keywords: charter; funding; organizations; policy; states
     • versions: original; plain text
334. WOS-000424349800017
     • author: Zolotykh, VR
     • title: NEOCONSERVATIVE APPROACHES TO SCHOOL EDUCATION REFORM IN THE USA: POLITICAL AND SOCIO-CULTURAL ASPECTS
     • date: 2017
     • words: 282
     • flesch: 33
     • summary: The article pays special attention to cooperation between the largest corporations and neoconservatives to promote school education reform in the 1990s. A detailed analysis of neoconservatives' views on the problems of school education gives the possibility to see the features of neoconservative approaches on ideological level, as well as on the level of philosophical and cultural understanding of reality.
     • keywords: article; author; education; neoconservatives; reform; school
     • versions: original; plain text
335. WOS-000425174500003
     • author: Collingwood, L
     • title: The Politics of Choice Reconsidered: Partisanship, Ideology, and Minority Politics in Washington's Charter School Initiative
     • date: 2018
     • words: 171
     • flesch: 33
     • summary: This finding has important implications for the strategies advocacy groups may consider as they seek to expand or limit school choice programs via ballot initiatives as opposed to the statehouse, and provides suggestive evidence regarding the evolving shapers of voter support for school choice and ballot initiatives more generally. We take advantage of Washington's 2012 charter school ballot initiativethe first voter-approved charter initiative in the United Statesto shed light on the politics of school choice at the mass level.
     • keywords: charter; level; school; support
     • versions: original; plain text
336. WOS-000426331400006
     • author: Heise, M
     • title: FROM NO CHILD LEFT BEHIND TO EVERY STUDENT SUCCEEDS: BACK TO A FUTURE FOR EDUCATION FEDERALISM
     • date: 2017
     • words: 259
     • flesch: 25
     • summary: Whatever structural changes the No Child Left Behind Act achieved, however, were largely undone in 2015 by the Every Student Succeeds Act, which repositioned significant federal education policy control in state governments. Persistent demands for and increased availability of school voucher programs, charter schools, tax credit programs, and homeschooling demonstrate families' desire for greater agency over decisions about their children's education.
     • keywords: act; children; education; federal; federalism; school; state
     • versions: original; plain text
337. WOS-000427780500001
     • author: Ford, MR
     • title: Linking the distribution of board-executive governance responsibilities to charter school performance
     • date: 2018
     • words: 199
     • flesch: 30
     • summary: The results build on the existing literatures on school board governance and board-executive relations. This study is the first to link charter board governance responsibilities to performance.
     • keywords: board; charter; governance; performance; school
     • versions: original; plain text
338. WOS-000429020700004
     • author: Lincove, JA
     • title: WHAT'S IN YOUR PORTFOLIO? HOW PARENTS RANK TRADITIONAL PUBLIC, PRIVATE, AND CHARTER SCHOOLS IN POST-KATRINA NEW ORLEANS' CITYWIDE SYSTEM OF SCHOOL CHOICE
     • date: 2018
     • words: 177
     • flesch: 55
     • summary: Using unique data from parent applications to as many as eight different schools (including traditional public, charter, and private schools), we find that many parents include a mix of public and private schools among their preferences, often ranking public schools alongside or even above private schools on a unified application. Public schools are more likely to be ranked with private schools and to be ranked higher as their academic performance scores increase.
     • keywords: parents; private; public; schools
     • versions: original; plain text
339. WOS-000429020700005
     • author: Berends, M
     • title: SCHOOL CHOICE IN INDIANAPOLIS: EFFECTS OF CHARTER, MAGNET, PRIVATE, AND TRADITIONAL PUBLIC SCHOOLS
     • date: 2018
     • words: 204
     • flesch: 45
     • summary: We discuss our results in the context of the variability of choice school effects across an entire urban area, something future research needs to examine. School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools).
     • keywords: charter; choice; public; school; students
     • versions: original; plain text
340. WOS-000429285200003
     • author: Lenhoff, SW
     • title: District stressors and teacher evaluation ratings
     • date: 2018
     • words: 244
     • flesch: 33
     • summary: Originality/value This research is important as policymakers refine state systems of support for teacher evaluation and provides new evidence that current enactment of teacher evaluation reform may be limiting the value of evaluation ratings for use in personnel decisions. Design/methodology/approach The authors examined teacher evaluation ratings from 687 districts in Michigan to identify the relationship between district stressors and two outcomes of interest to policymakers: frequency of high ratings and variation of ratings within districts.
     • keywords: districts; evaluation; ratings; teacher; variation
     • versions: original; plain text
341. WOS-000429760900011
     • author: Regan-Stansfield, J
     • title: Does greater primary school autonomy improve pupil attainment? Evidence from primary school converter academies in England
     • date: 2018
     • words: 134
     • flesch: 54
     • summary: This paper investigates the causal effect of becoming a converter academy on primary school assessment outcomes, and on entry-year intake composition. A recent English education policy has been to encourage state primary schools to become academies: state funded, non-selective, and highly autonomous establishments.
     • keywords: academy; evidence; primary
     • versions: original; plain text
342. WOS-000432030700001
     • author: Newton, XX
     • title: Teacher Turnover in Organizational Context: Staffing Stability in Los Angeles Charter, Magnet, and Regular Public Schools
     • date: 2018
     • words: 416
     • flesch: 42
     • summary: Early findings on the comparative rates of annual turnover-exiting from one's school-appear to show higher turnover in charter schools relative to TPSs. Background/Context: Studies that compare the achievement benefits of charter public schools versus traditional public schools (TPSs) yield quite uneven results.
     • keywords: charter; elementary; individual; research; sample; schools; secondary; teachers; turnover
     • versions: original; plain text
343. WOS-000432185100002
     • author: Engel, M
     • title: Principal influence in teacher hiring: documenting decentralization over time
     • date: 2018
     • words: 227
     • flesch: 42
     • summary: At the same time, other research suggests that local teacher labor market dynamics contribute to the inequitable sorting of teachers across schools. Purpose Over the past decade, policy researchers and advocates have called for the decentralization of teacher hiring decisions from district offices to school principals.
     • keywords: hiring; influence; principals; schools; teacher
     • versions: original; plain text
344. WOS-000432895100001
     • author: Seider, S
     • title: Developing sociopolitical consciousness of race and social class inequality in adolescents attending progressive and no excuses urban secondary schools
     • date: 2018
     • words: 153
     • flesch: 10
     • summary: Analyses revealed that, on average, students attending progressive high schools demonstrated sizeable shifts in their sociopolitical consciousness of racial inequality, and students attending no excuses high schools demonstrated sizeable shifts in their sociopolitical consciousness of social class inequality. A growing body of scholarship reports that high levels of sociopolitical consciousness are predictive in marginalized adolescents of a number of key outcomes including resilience and civic engagement.
     • keywords: consciousness; high; schools; sociopolitical
     • versions: original; plain text
345. WOS-000433068300002
     • author: Foreman, LM
     • title: Why mission matters more for (some) charter principals
     • date: 2018
     • words: 159
     • flesch: 44
     • summary: Both prior research and our findings suggest that generally, leaders feel more likely to be held accountable for results in charter schools than in traditional public schools. Yet little research explores whether charter school principals have more power than traditional public school counterparts.
     • keywords: charter; leaders; schools; traditional
     • versions: original; plain text
346. WOS-000434316800001
     • author: Corcoran, SP
     • title: The Gender Gap in Charter School Enrollment
     • date: 2018
     • words: 146
     • flesch: 49
     • summary: Many studies have investigated whether students in charter schools differ systematically from those in traditional public schools with respect to prior achievement, special education, or English Language Learner status. None, however, has examined gender differences in charter school enrollment.
     • keywords: charter; gap; schools; traditional
     • versions: original; plain text
347. WOS-000437707800012
     • author: Lenhoff, SW
     • title: School Organizational Effectiveness and Chronic Absenteeism: Implications for Accountability
     • date: 2018
     • words: 187
     • flesch: 27
     • summary: Using school-level scores from the 5Essentials surveys, we find that, in traditional public schools, schools that are organized for effectiveness have lower rates of chronic absenteeism, while controlling for student demographics and grade level. While charter schools in Detroit have significantly lower rates of chronic absenteeism than traditional public schools, we did not find an association between organizational effectiveness and chronic absenteeism in charter schools.
     • keywords: absenteeism; chronic; schools; student
     • versions: original; plain text
348. WOS-000438852800005
     • author: Ihrke, DM
     • title: Board Development Practices on Public Versus Nonprofit School Boards Is There a Difference?
     • date: 2017
     • words: 147
     • flesch: 32
     • summary: Our findings indicate a number of significant differences between public and nonprofit boards in terms of the extent to which they engage in board development activities, the reasons for engaging in those development activities, and how these boards prioritize development activities. In this study, we examined the extent to which school boards in Minnesota-both traditional public and nonprofit charter-engage in developmental activities, and we looked at differences between these board types in how they prioritize board development activities.
     • keywords: activities; boards; development
     • versions: original; plain text
349. WOS-000440588900005
     • author: Navarro, O
     • title: We can't do this alone: Validating and inspiring social justice teaching through a community of transformative praxis
     • date: 2018
     • words: 222
     • flesch: 32
     • summary: Through a community of transformative praxis, participants pursued pedagogical goals, became students of their praxis and practiced social justice teaching, which led to being validated and inspired to teach for social justice. The article provides implications for research and practice that considers social justice teacher retention, teacher professional development, and re-imaging the purpose and possibilities of public education.
     • keywords: justice; participants; praxis; social; teacher; teaching
     • versions: original; plain text
350. WOS-000440674000004
     • author: Weber, M
     • title: Do For-Profit Managers Spend Less on Schools and Instruction? A National Analysis of Charter School Staffing Expenditures
     • date: 2018
     • words: 196
     • flesch: 45
     • summary: This article takes advantage of a recently released national data set on school site expenditures to evaluate spending variations between traditional district operated schools and charter schools operated by for-profit versus nonprofit management firms. As such, we hypothesize that regardless of average differences in staffing expenses between district and charter schools, school site staffing expenditures are likely to be lower in for-profit than in nonprofit managed charter schools.
     • keywords: expenditures; nonprofit; profit; schools; site
     • versions: original; plain text
351. WOS-000440674200001
     • author: Carlson, D
     • title: School Improvement Grants in Ohio: Effects on Student Achievement and School Administration
     • date: 2018
     • words: 185
     • flesch: 44
     • summary: Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure.
     • keywords: effects; program; school; sig; turnaround
     • versions: original; plain text
352. WOS-000441898100002
     • author: Roch, CH
     • title: Stay or go? Turnover in CMO, EMO and regular charter schools
     • date: 2018
     • words: 239
     • flesch: 50
     • summary: We distinguish among charter schools managed by for-profit education management organizations (EMOs), those managed by non-profit charter management organizations (CMOs), and regular charter schools. Findings and implications: We find that teachers in charter schools managed by EMOs and CMOs have higher levels of migration and attrition intention than do teachers in regular charter schools.
     • keywords: attrition; charter; migration; schools; teachers
     • versions: original; plain text
353. WOS-000444491700005
     • author: Gawlik, M
     • title: Instructional leadership and the charter school principal
     • date: 2018
     • words: 122
     • flesch: 33
     • summary: Few studies have investigated what occurs inside charter schools with respect to instructional leadership, teaching, and learning. The results highlight three main categories of instructional leadership practices: developing a school mission, managing curriculum and instruction, and promoting school climate and culture.
     • keywords: instructional; leadership
     • versions: original; plain text
354. WOS-000446714800007
     • author: Gustavussen, ML
     • title: Contending with school reform Neoliberal restructuring, racial politics, and resistance in post-Katrina New Orleans
     • date: 2018
     • words: 132
     • flesch: 15
     • summary: Situating the reform within New Orleans's post-Katrina neoliberal reconfiguration, it analyzes how simultaneous processes of education privatization and racial dispossession have made the reform lack popular legitimacy. In Hurricane Katrina's aftermath, the city's school system was dramatically reformed with most of its public schools replaced by privately administered charter schools: The article examines the social contradictions created by this reform and characterizes how the city's education activists articulate their resistance to education privatization.
     • keywords: education; katrina; reform
     • versions: original; plain text
355. WOS-000447513000004
     • author: Teresa, BF
     • title: Speculative Charter School Growth in the Case of UNO Charter School Network in Chicago
     • date: 2018
     • words: 155
     • flesch: 38
     • summary: Drawing on an analysis of the financing that enabled the dramatic growth of the UNO Charter School Network (UCSN) in Chicago during the 2000s, the article explores the implications of speculative borrowing and spiraling debt burdens on charter schools and on the functioning of the charter sector more broadly. The analysis reveals that (1) new debt was increasingly used to retire existing debt, (2) the structure of new financing assumed continued growth, and (3) schools within the network were yoked together as revenue from existingand anticipatedschools was pledged to repay new debt.
     • keywords: charter; debt; sector
     • versions: original; plain text
356. WOS-000448903100003
     • author: Cordes, SA
     • title: IN PURSUIT OF THE COMMON GOOD: THE SPILLOVER EFFECTS OF CHARTER SCHOOLS ON PUBLIC SCHOOL STUDENTS IN NEW YORK CITY
     • date: 2018
     • words: 205
     • flesch: 47
     • summary: I exploit variation in both the timing of charter school entry and distance to the nearest charter school to obtain credibly causal estimates of the impacts of charter schools on TPS student performance, and I am among the first to estimate the impacts of charter school co-location. Effects increase with charter school proximity and are largest in TPSs co-located with charter schools.
     • keywords: charter; school; student; tps
     • versions: original; plain text
357. WOS-000451580800010
     • author: Miserandino, A
     • title: The funding and future of Catholic education in the United States
     • date: 2019
     • words: 143
     • flesch: 49
     • summary: The closing of many schools in urban areas in the last 10 years in conjunction with the rising costs of schooling suggests that unless a new approach to funding schools is developed, the future of Catholic education in the United States is seriously threatened and with it the American Church. This article explores the link between traditional sources of funding Catholic schools and the increased role of federal and state funds.
     • keywords: catholic; funding; schools
     • versions: original; plain text
358. WOS-000452180900002
     • author: Black, DW
     • title: PREFERENCING EDUCATIONAL CHOICE: THE CONSTITUTIONAL LIMITS
     • date: 2018
     • words: 309
     • flesch: 42
     • summary: This Article argues that this trend and its effects violate the constitutional right to public education embedded in all fifty state constitutions. The first limitation is that states cannot preference private choice programs over public education.
     • keywords: choice; education; programs; public; state
     • versions: original; plain text
359. WOS-000452474100003
     • author: Weixler, LB
     • title: Teachers' Perspectives on the Learning and Work Environments Under the New Orleans School Reforms
     • date: 2018
     • words: 121
     • flesch: 47
     • summary: Despite improvements in school environments, the net result is that teachers became less satisfied with their jobs. To examine teachers' perspectives on these reforms, we surveyed 323 teachers who taught in New Orleans public schools before 2005 and in 2013-2014.
     • keywords: environments; schools; teachers
     • versions: original; plain text
360. WOS-000452817500002
     • author: Bukowski, P
     • title: The threat of competition and public school performance: Evidence from Poland
     • date: 2018
     • words: 187
     • flesch: 51
     • summary: Theoretical literature on whether school competition raises public school productivity is ambiguous (e.g. MacLeod & Urquiola, 2015) and empirical evidence is mixed (e.g. Hsieh and Urquiola, 2006). For the total sample we find no effect, however, for more competitive urban educational markets, we report a drop in test scores in public schools following the increased threat of competition.
     • keywords: competition; e.g.; public; schools
     • versions: original; plain text
361. WOS-000452817500007
     • author: Lincove, JA
     • title: You can't always get what you want: Capacity constraints in a choice-based school system
     • date: 2018
     • words: 153
     • flesch: 46
     • summary: We propose a theory of family utility maximization under school choice systems with and without guaranteed placements. We study the quality of K-12 public school placements relative to revealed family preferences using data from New Orleans, where a market-based school system allocates most seats through a centralized enrollment lottery.
     • keywords: assignment; choice; quality; school
     • versions: original; plain text
362. WOS-000456460200006
     • author: Finger, LK
     • title: Giving to government: the policy goals and giving strategies of new and old foundations
     • date: 2018
     • words: 194
     • flesch: 40
     • summary: I also find that new, but not old, foundations support state education agencies possessing political contexts conducive to education reform as well as higher levels of child poverty. Using data on the largest 1000 foundations, in addition to grants from the Gates and Wallace Foundations, I find that new, but not old, foundations, are more likely to support education reform policies when giving to state education agencies.
     • keywords: education; foundations; new; state
     • versions: original; plain text
363. WOS-000457050500002
     • author: Potterton, AU
     • title: Leaders' experiences in Arizona's mature education market
     • date: 2019
     • words: 179
     • flesch: 45
     • summary: In Arizona's mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and high-performing Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs?
     • keywords: charter; leaders; public; school
     • versions: original; plain text
364. WOS-000458678700008
     • author: Setlhodi, II
     • title: Ubuntu Leadership: An African Panacea for Improving School Performance
     • date: 2019
     • words: 178
     • flesch: 35
     • summary: The findings revealed three aspects epitomising ubuntu leadership, namely: holistic ubuntu deportment in leadership practice; cohesive oneness embodied by ubuntu and values within; and voluntarism as an enterprising exercise of letsema. Evoking practices, such as letsema and social cohesion, underpins an African panacea in executing work for desired outcomes.
     • keywords: leadership; performance; schools; ubuntu
     • versions: original; plain text
365. WOS-000458767800001
     • author: Holyoke, TT
     • title: After the Punctuation: Competition, Uncertainty, and Convergent State Policy Change
     • date: 2019
     • words: 150
     • flesch: 48
     • summary: We find evidence of policy change, and even convergence, across states suggesting that policies after punctuation do change in ways explained as reactions to political pressures in an environment fraught with uncertainty. Uncertain about how well the new policy will perform, policymakers learn to rely on competing interest groups for information or, under certain circumstances, look to other political jurisdictions for cues on how their policies ought to be further refined.
     • keywords: change; policies; policy
     • versions: original; plain text
366. WOS-000460345600001
     • author: Phelan, S
     • title: The Journalistic Habitus, Neoliberal(Ized) Logics, and the Politics of Public Education
     • date: 2019
     • words: 208
     • flesch: 28
     • summary: We examine the case of Campbell Brown, the former CNN anchor, who, after leaving journalism in 2010, reinvented herself as a high-profile education campaigner from 2012 to 2016, asserting an identity that was hostile to trade unions and supportive of charter schools. We analyse the significance of Brown's case from a field theory perspective, especially in how it captures the inter-field dynamics of journalistic power and highlights Brown's specific ability to convert her media capital into a form of cultural capital to speak about educational issues.
     • keywords: brown; case; education; journalism
     • versions: original; plain text
367. WOS-000460785400001
     • author: Welsh, RO
     • title: The Point of No Return? Interest Groups, School Board Elections, and the Sustainment of the Portfolio Management Model in Post-Katrina New Orleans
     • date: 2018
     • words: 412
     • flesch: 40
     • summary: We provide a descriptive analysis of the role of interest groups in education reform in post-Katrina New Orleans and document how the PMM changed the landscape of education politics, with a focus on the actors, both local and national, that sustain the PMM. We apply several non-board and board governance theories to examine interest group behavior: We also conduct interviews with stakeholders throughout the educational system to inform our discussion of the evolution of educational governance and the politics of education reform in post-Katrina New Orleans, as well as the categorization of candidates in school board elections.
     • keywords: board; educational; elections; interest; pmm; school; state
     • versions: original; plain text
368. WOS-000460787800001
     • author: Edwards, DB
     • title: Neglected Issues: How Charter Schools Manage Teachers and Acquire Resources
     • date: 2018
     • words: 469
     • flesch: 41
     • summary: Background/Context: Charter schools are commonly discussed as being more effective at matching student and family interests with school mission, ensuring family choice of educational products and improving education quality and the efficiency of resource use as a result of the competitive dynamics they are assumed to generate between themselves and public schools. and compensation of charter school teachers,, in addition to (b) how charters respond to those regulations in contracting teachers, and (c) the overall approach of charter principals and the charter management organizations (CMOs) that oversee them when it comes to teacher engagement.
     • keywords: acquisition; charter; compensation; focus; management; public; resource; schools; teachers
     • versions: original; plain text
369. WOS-000460787800004
     • author: Superfine, BM
     • title: Teacher Unions, Charter Schools, and the Public/Private Distinction in Education Law and Policy
     • date: 2018
     • words: 335
     • flesch: 50
     • summary: We examine the history of the public/private distinction in U.S. law and policy and specifically in education, in addition to conducting 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. However, them is little consistency in how the public/private distinction has been applied in legal clashes between teacher unions and charter schools.
     • keywords: agencies; charter; courts; distinction; private; public
     • versions: original; plain text
370. WOS-000460798800007
     • author: Mcwilliams, JA
     • title: Mass School Closures and the Politics of Race, Value, and Disposability in Philadelphia
     • date: 2019
     • words: 535
     • flesch: 41
     • summary: Moving beyond educational studies that have focused on the outcomes of mass school closures like student achievement and cost savings, we argue that a thorough theorization of how race, violence, and community values relate to school closure as process could help to explain the ways in which contemporary educational policy reforms are creating new modes of communal disposability in cities' poorest zip codes. In this article, we examine the rollout of 30 school closures in Philadelphia in 2012 and 2013 to explain how school closures have become yet another policy technology of Black community and school devaluation in the United States.
     • keywords: closures; community; district; educational; high; officials; process; school; students; teachers; ways; years
     • versions: original; plain text
371. WOS-000460800500007
     • author: Mann, BA
     • title: Online Stratification: How Academic Performance Indicators Relate to Choices Between Cyber Charter Schools
     • date: 2019
     • words: 266
     • flesch: 31
     • summary: Background/Context: A primary argument that supports charter school policy assumes students favor schools with high academic performance ratings, leading to systemic school improvement. Policymakers should consider this evidence when and if they design and implement charter school policy, creating policy that accounts for inequitable enrollments that occur under current policy logic.
     • keywords: charter; cyber; enrollment; findings; policy; school; student
     • versions: original; plain text
372. WOS-000461529300001
     • author: Gawlik, M
     • title: Charter school board members' readiness to serve and implications for training
     • date: 2019
     • words: 234
     • flesch: 44
     • summary: Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors' understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district.
     • keywords: board; charter; school
     • versions: original; plain text
373. WOS-000462062400007
     • author: Crampton, AE
     • title: A Literacy of Armed Love: Confrontation and Desire in Aesthetic and Critical Projects
     • date: 2019
     • words: 153
     • flesch: 29
     • summary: Using data from a multi-sited critical ethnography, the study considers the literacy productions of two focal students in diverse schools, a charter middle school and a large urban high school. This study illustrates how literacy projects might both inhabit and move forward Freire's concept of armed love.
     • keywords: critical; literacy; love; school
     • versions: original; plain text
374. WOS-000462590000007
     • author: McClellan, OA
     • title: Veil of Valence: Consensus and Disagreement in Public Opinion Towards School Funding, 1998-2016
     • date: 2018
     • words: 154
     • flesch: 39
     • summary: However, there has been substantial disagreement and change in the public opinion toward national versus local school funding, tying teacher salaries to student performance, and specific methods of increasing school choice. Studies examining public opinion toward the education system long have reported consensus in favor of increasing school funding, teacher salaries, and school choice.
     • keywords: funding; public; reform; school
     • versions: original; plain text
375. WOS-000462696300003
     • author: Buerger, C
     • title: The effect of charter schools on districts' student composition, costs, and efficiency: The case of New York state
     • date: 2019
     • words: 155
     • flesch: 45
     • summary: We find that charter schools increase the cost of providing education, and that these cost increases are larger than short-run efficiency gains, but are offset by efficiency gains in the long term. Charter schools can influence a school district's costs by reducing economies of scale and by changing the share of high cost students a district serves, but might also increase the district's efficiency through competition.
     • keywords: charter; district; efficiency; school
     • versions: original; plain text
376. WOS-000464514500006
     • author: Philip, TM
     • title: Making Justice Peripheral by Constructing Practice as "Core": How the Increasing Prominence of Core Practices Challenges Teacher Education
     • date: 2019
     • words: 141
     • flesch: 36
     • summary: We then explore how constructs of practice and improvisation and commitments to equity and justice are taken up, and with what implications and consequences, in core practices scholarship and its applications. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice.
     • keywords: core; justice; practices
     • versions: original; plain text
377. WOS-000466132500004
     • author: Spees, LP
     • title: Evaluating Charter School Achievement Growth in North Carolina: Differentiated Effects among Disadvantaged Students, Stayers, and Switchers
     • date: 2019
     • words: 133
     • flesch: 38
     • summary: In the first study of charter school effects on the full range of charter school students in North Carolina, we find that, in general, charter school performance has improved over time, although often it continues to remain lower than traditional public school achievement. Small lottery studies on high-performing charters produce impressive results, but large observational studies on the full range of charter schools are less encouraging.
     • keywords: charter; school; studies
     • versions: original; plain text
378. WOS-000466417700003
     • author: Ford, MR
     • title: Bridging the Charter School Accountability Divide: Defining a Role for Nonprofit Charter School Boards
     • date: 2019
     • words: 117
     • flesch: 31
     • summary: We use the results of the survey to make a series of public policy recommendations to help charter school boards look outward in their accountability orientation as a means of addressing the calls for increased public accountability for the charter school sector. The results add practical value to policy discussions regarding charter school accountability and theoretical value to scholars studying public and nonprofit governance reforms.
     • keywords: accountability; charter; school
     • versions: original; plain text
379. WOS-000467716900006
     • author: Waitoller, FR
     • title: The irony of rigor: "no-excuses' charter schools at the intersections of race and disability
     • date: 2019
     • words: 215
     • flesch: 32
     • summary: Drawing from a yearlong qualitative research study, we examine interviews with Black and Latinx parents who experienced conflict with charter schools and the school lawyers, along with school artifacts we gathered such as parent handbooks and website information. We present the irony of rigor in three interrelated acts: Act I: the lure of rigor (i.e. what drew parents to charter schools); Act II: the body meets rigor (i.e. how schools disciplined and managed student differences); and Act III: the consequences of rigor (i.e., what happened to students and parents while and after experiencing rigorous practices).
     • keywords: charter; parents; rigor; students
     • versions: original; plain text
380. WOS-000469048700006
     • author: Yacek, DW
     • title: The Problem of Student Disengagement: Struggle, Escapism and Nietzsche's Birth of Tragedy
     • date: 2019
     • words: 231
     • flesch: 26
     • summary: The problem of student disengagement is not confined to under-represented socioeconomic groups; it is found across the country: in cities, suburbs, and rural communities; in wealthy schools and poor schools; in public schools and charter schools; in majority white schools and those composed largely of students of color. In particular, the conception of Dionysian pessimism Nietzsche advances in this early work and its relationship to the escapist, Alexandrianism he observes in late 19th century German education are relevant to the contemporary problem of student disengagement because they address head on the reality of struggle in students' academic experiences and can potentially explain the disengagement they experience when they fail to acknowledge, accept and even embrace the struggle of education.
     • keywords: disengagement; nietzsche; problem; schools; students
     • versions: original; plain text
381. WOS-000470144900002
     • author: Lackritz, AD
     • title: Leadership coaching: a multiple-case study of urban public charter school principals' experiences
     • date: 2019
     • words: 137
     • flesch: 30
     • summary: Data were collected through semi-structured interviews, documents, and artifacts, which were analyzed, coded and grouped into three broader themes: the coaching process, the impact of coaching, and principal leader identity construction. The purpose of our multi-case study was to understand the experiences of non-novice New York City and Washington, DC public charter school principals who had participated in leadership coaching as a component of their leadership development.
     • keywords: city; coaching; york
     • versions: original; plain text
382. WOS-000470248700005
     • author: Beck, D
     • title: Do Testing Conditions Explain Cyber Charter Schools' Failing Grades?
     • date: 2019
     • words: 150
     • flesch: 37
     • summary: Recent Center for Research on Education Outcomes (CREDO) analyses find that cyber charter schools in seventeen states show consistently low reading and mathematics value-added test scores compared to traditional public schools serving comparable students. State-level analyses find that cyber student persistence, which likely indicates school quality, correlates moderately and significantly with the cyber student academic value-added as measured by CREDO.
     • keywords: credo; cyber; testing; value
     • versions: original; plain text
383. WOS-000470845100007
     • author: Barrett, N
     • title: Forecast Bias and Fiscal Slack Accumulation in School Districts
     • date: 2019
     • words: 255
     • flesch: 35
     • summary: The findings indicate that school districts are engaged in strategic planning with implicit fiscal slack, which allows them to accumulate explicit fiscal slack, a cornerstone of prudent financial management that can provide budgetary flexibility during financial uncertainty. One strategy school districts continue to utilize is countercyclical stabilization of expenditures with fiscal slack, which raises an important-and, to date, largely unanswered-question of how school districts manage to accumulate fiscal slack, given both volatility and decreases in revenues in the years following the Great Recession.
     • keywords: districts; fiscal; school; slack; years
     • versions: original; plain text
384. WOS-000472761300011
     • author: Edmond, N
     • title: Higher education and the marketization of compulsory schooling: english universities and academy sponsorship
     • date: 2019
     • words: 148
     • flesch: 19
     • summary: University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned.
     • keywords: academies; sponsorship; university
     • versions: original; plain text
385. WOS-000475365800001
     • author: Bickmore, DL
     • title: Understanding teacher turnover in two charter schools: principal dispositions and practices
     • date: 2019
     • words: 156
     • flesch: 34
     • summary: Specifically we asked - How do charter school principal professional dispositions and practices affect school working conditions and impact teacher commitment to remain or leave a charter schools? US charter schools experience higher rates of teacher turnover than traditional public schools.
     • keywords: charter; dispositions; practices; teacher
     • versions: original; plain text
386. WOS-000476239500001
     • author: Murphy, KJ
     • title: Do Charter School Students Outperform Public School Students on Standardized Tests in Michigan?
     • date: 2019
     • words: 196
     • flesch: 45
     • summary: Charter schools serve as a reform measure for failing public schools, so the natural research question is: Do charter schools generate higher achievement levels than observationally comparable public schools? Objective We compare academic achievement in charter schools versus two types of traditional public school in the State of Michigan over a 10-year period.
     • keywords: charter; michigan; period; public; schools
     • versions: original; plain text
387. WOS-000476418500001
     • author: Jabbar, H
     • title: To Switch or Not to Switch? The Influence of School Choice and Labor Market Segmentation on Teachers' Job Searches
     • date: 2019
     • words: 121
     • flesch: 45
     • summary: Informal and institutional barriers may limit teacher movement between charter schools and traditional public schools (TPSs). We find that structural policies within each sector can create barriers to mobility across charter schools and TPSs and that teachers' ideological beliefs and values serve as informal, personal barriers that reinforce divides between sectors.
     • keywords: charter; schools; teachers
     • versions: original; plain text
388. WOS-000479070700003
     • author: Zelbo, S
     • title: E. J. Edmunds, School Integration, and White Supremacist Backlash in Reconstruction New Orleans
     • date: 2019
     • words: 147
     • flesch: 43
     • summary: Edmunds's appointment was a final, bold act by the city's mixed-race intellectual elite in exercising the political power they held under Radical Reconstruction to strip racial designations from public schools. Edmunds navigated the shifting landscape of race in the New Orleans public schools first as a student and then as a teacher, and the details of his life show the impact on ordinary Afro-Creoles as the city's warring politicians used the public schools both to undermine and reinforce the racial order.
     • keywords: city; edmunds; race; teacher
     • versions: original; plain text
389. WOS-000482393200003
     • author: Davis, M
     • title: No Excuses Charter Schools and College Enrollment: New Evidence from a High School Network in Chicago
     • date: 2019
     • words: 160
     • flesch: 36
     • summary: To address this matter, we match three years of lottery data from a high-performing charter high school to administrative college enrollment records and estimate the effect of winning an admissions lottery on college matriculation, quality, and persistence. Unlike previous studies, our estimates are powerful enough to uncover improvements on the extensive margin of college attendance (enrolling in any college), the intensive margin (persistence of attendance), and the quality margin (enrollment at selective, four-year institutions).
     • keywords: college; enrollment; lottery; margin
     • versions: original; plain text
390. WOS-000483037100001
     • author: Khalil, D
     • title: Diversity Dissonance as an Implication of One School's Relocation and Reintegration Initiative
     • date: 2020
     • words: 190
     • flesch: 27
     • summary: Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school's relocation. This article describes one charter school's 'diversity' initiative-a relocation to a racially and socioeconomically diverse site-intended to reintegrate minoritized students displaced by gentrification.
     • keywords: diversity; minoritized; relocation; school
     • versions: original; plain text
391. WOS-000484157700005
     • author: Glazer, JL
     • title: Opportunities and challenges for NGOs amid competing institutional logics
     • date: 2019
     • words: 343
     • flesch: 18
     • summary: Findings Results show that the environment that included a muscular state, market pressures, NGOs and local communities placed an extreme and contradictory set of demands on organizations operating schools, pressing them to develop robust systems of instruction, leadership and teacher development while actively working to ensure social legitimacy in the community. Interviews, observations and document analysis provided insight into the perspectives of school operators, state officials and community leaders.
     • keywords: environments; implications; organizations; paper; purpose; research; results; schools
     • versions: original; plain text
392. WOS-000485380800001
     • author: Offutt-Chaney, M
     • title: 'Black crisis' and the 'likely' privatization of public education in New Orleans and Liberia
     • date: 2022
     • words: 169
     • flesch: 20
     • summary: Building on a framework of Coloniality, antiBlackness and a review of Black colonial education this relational analysis argues that contemporary neoliberal education reforms not only resemble the early 20th century movement to spread Black industrial education from the American South to regions of the global South- including regions of West, South and East Africa but also reproduce logics of antiBlack coloniality. Neoliberal education reforms in schools serving sizeable Black populations throughout the United States have proliferated and are being transported to Black educational contexts abroad.
     • keywords: black; education; reforms; schools
     • versions: original; plain text
393. WOS-000485993600006
     • author: Clarke, FC
     • title: A Study of the Effects of Charter Schools on Student Achievement, Attendance, and Selected Mitigating Factors in a Midwestern State's Midsize Urban School Districts
     • date: 2019
     • words: 161
     • flesch: 34
     • summary: This study attempted to determine whether students attending Midwestern urban charter schools outperformed students in traditional schools on the state's accountability system over a 5-year time period. In the succeeding 2 years, however, charter school students outperformed traditional students in both reading and mathematics, and had greater attendance rates, than students attending traditional public schools.
     • keywords: charter; schools; students; traditional
     • versions: original; plain text
394. WOS-000486622700024
     • author: Anderson, SW
     • title: Evidence for the Feedback Role of Performance Measurement Systems
     • date: 2019
     • words: 231
     • flesch: 38
     • summary: We use unobtrusively collected data on actual PMS use in 30 K-12 charter schools over three years to test whether teachers who make greater use of two PMSs are associated with greater growth in student learning. We find that teachers' use of PMSs is associated with increased student learning, consistent with the premise that PMSs facilitate teacher interventions and improve student outcomes.
     • keywords: decision; performance; pmss; teachers; use
     • versions: original; plain text
395. WOS-000488279800003
     • author: Robertson, W
     • title: RIGHT TO BE EDUCATED OR RIGHT TO CHOOSE? SCHOOL CHOICE AND ITS IMPACT ON EDUCATION IN NORTH CAROLINA
     • date: 2019
     • words: 247
     • flesch: 34
     • summary: This Note examines the ongoing doctrinal and social effects of school choice in North Carolina. Doctrinally, school choice has successfully shifted the debate about what the purpose of state education law should be.
     • keywords: carolina; education; north; school; students
     • versions: original; plain text
396. WOS-000489651800004
     • author: Potterton, AU
     • title: Power, influence, and policy in Arizona's education market: "We've got to out-charter the charters"
     • date: 2019
     • words: 204
     • flesch: 39
     • summary: Indeed, charter schools, tax credit programs for public (state) and private schools, inter-district open enrolment, and neovouchers are changing Arizona's traditional public school systems and the communities where they are situated. It is not fully understood, however, how mature school-choice systems affect local communities on the ground-that is, how are school policies understood and acted out?
     • keywords: arizona; charter; choice; community; public; school
     • versions: original; plain text
397. WOS-000489991300006
     • author: Hedgecoth, DM
     • title: CHARTER SCHOOLS AND MUSICAL CHOICE
     • date: 2019
     • words: 232
     • flesch: 39
     • summary: I conclude with a call to music educators to make important decisions regarding charter schools and music education. While the history and political positioning of charter schools have been well documented, the tenet of choice continues to be central in the debate regarding the merit of the charter alternative to traditional public schools.
     • keywords: charter; choice; education; music; schools
     • versions: original; plain text
398. WOS-000490270700001
     • author: Stahl, G
     • title: Critiquing the corporeal curriculum: body pedagogies in ?no excuses? charter schools
     • date: 2020
     • words: 184
     • flesch: 44
     • summary: Descriptions of charter schools as militaristic ?boot camps? Drawing on discourse analysis, this paper focuses on bodily control portrayed in key texts (handbooks, videos, etc) used by some charter schools before drawing on Bourdieu?s tool of habitus to show how a codified corporeal curriculum may work in CMOs, where bodily control is deemed a prerequisite for academic excellence.
     • keywords: bodily; charter; control; practices; schools
     • versions: original; plain text
399. WOS-000490666400001
     • author: Jabbar, H
     • title: Teacher Power and the Politics of Union Organizing in the Charter Sector
     • date: 2020
     • words: 148
     • flesch: 29
     • summary: As the charter sector continues to grow, understanding why teachers want unions and how those unions differ from traditional public school unions is crucial to analyzing the long-term viability of these schools and the career trajectories of the teachers who work in them. We found that improving teacher retention, and thus school stability, was a central motivation for teacher organizers, whereas, simultaneously, high teacher turnover stymied union drives.
     • keywords: charter; school; teachers; unions
     • versions: original; plain text
400. WOS-000492235300001
     • author: Jabbar, H
     • title: It's Who You Know: The Role of Social Networks in a Changing Labor Market
     • date: 2020
     • words: 121
     • flesch: 56
     • summary: The rise of charter schools, alternative teacher certification, and portfolio districts are transforming teachers' access to employment, changing the way they search for and apply for jobs, and may also change the role that social networks play in the job search. We find that the extent of fragmentation in a city's labor market drives the use of networks, with important implications for job access and equity.
     • keywords: labor; networks; teachers
     • versions: original; plain text
401. WOS-000493989000001
     • author: Hedges, S
     • title: Private actors and public goods: a comparative case study of funding and public governance in K-12 education in 3 global cities
     • date: 2020
     • words: 152
     • flesch: 43
     • summary: New conceptions of public governance across nations have taken hold globally. While there are common features of this trend, variations reflect the significance of context-sensitive policy, which consider national, state/provincial, and local factors, including governance structures.
     • keywords: actors; governance; new; public
     • versions: original; plain text
402. WOS-000494022200002
     • author: Bruno, P
     • title: Charter Competition and District Finances: Evidence from California
     • date: 2019
     • words: 157
     • flesch: 41
     • summary: Using detailed expenditure data for school districts in California, I exploit variation in charter school enrollment across time and between districts to evaluate how district spending and overall financial health change as nearby charter sectors expand. Charter schools enroll a growing share of public school students, leading to concerns about the financial implications of charter schools for traditional public schools (TPSs).
     • keywords: charter; enrollment; schools; tpss
     • versions: original; plain text
403. WOS-000494973900001
     • author: DeBray, E
     • title: Money and influence: philanthropies, intermediary organisations, and Atlanta's 2017 school board election
     • date: 2020
     • words: 150
     • flesch: 42
     • summary: National philanthropies have recently played a prominent role in spending on U.S. urban school board elections, largely seeking to promote candidates who support charter schools. Findings reveal a nascent capacity for IOs in Atlanta for shaping support for pro-charter board candidates.
     • keywords: atlanta; board; ios; school
     • versions: original; plain text
404. WOS-000495845300001
     • author: Olitsky, S
     • title: Filling positions or forging new pathways? Scholarship incentives, commitment, and retention of STEM teachers in high-need schools
     • date: 2020
     • words: 211
     • flesch: 36
     • summary: Results suggest that while some aspects of commitment demonstrate stability, other aspects may change due to factors including the types of professional identities that are prioritized by teachers, and recognition and support of these identities in work settings. This qualitative study of four science and math teachers who received Noyce scholarships examines whether commitment is stable or variable over time, and the impact of structural factors and supports on commitment, professional identity, and retention.
     • keywords: commitment; identities; math; teachers
     • versions: original; plain text
405. WOS-000496664500017
     • author: Henry, KL
     • title: Heretical Discourses in Post-Katrina Charter School Applications
     • date: 2019
     • words: 142
     • flesch: 28
     • summary: Embedded and competing narratives within charter school applications are analyzed. This article unpacks the community based and no excuses discourses within charter applications.
     • keywords: authorization; charter; process
     • versions: original; plain text
406. WOS-000498639500005
     • author: Casalaspi, D
     • title: Trading Off Democracy? School Choice, Voter Turnout, and School Bond Election Outcomes
     • date: 2019
     • words: 180
     • flesch: 45
     • summary: Drawing on a unique dataset of 191 off-cycle school bond elections in Michigan school districts between 2005 and 2017, this paper employs regression modeling to test whether voter turnout and school bond passage rates are lower in districts where school choice exit participation is high. However, differential relationships are revealed for exit via charter schools and exit via interdistrict public school choice.
     • keywords: bond; choice; public; school
     • versions: original; plain text
407. WOS-000504402800005
     • author: Diehl, D
     • title: Following the Leader: The Evolving Network of Charter School Giving
     • date: 2019
     • words: 397
     • flesch: 30
     • summary: We do so by extending current work and focus on the broader institutional field that includes the interactions between major foundations, smaller foundations, and grantees over time. We also found evidence consistent with institutionalization, as foundations with professional staffs played a larger role in giving, and smaller foundations increasingly engaged in behavior similar to their larger peers over time.
     • keywords: charter; evidence; foundations; funding; giving; organizations; schools; ties
     • versions: original; plain text
408. WOS-000510060800014
     • author: Rogers, LO
     • title: Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School
     • date: 2020
     • words: 119
     • flesch: 41
     • summary: This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys' academic achievement patterns. We discuss implications for the academic development of Black boys.
     • keywords: black; boys; problem
     • versions: original; plain text
409. WOS-000515803500009
     • author: Clark, AY
     • title: Using Data Mining to Analyze High School AP Exam Pass Fail Rates
     • date: 2018
     • words: 224
     • flesch: 45
     • summary: 3rd grade Math scores were the best predictor of high school AP pass rates. This study uses data mining analytics techniques including trained multiple regression models to identify the predictors of AP pass rates in CA public high schools using publicly available data from the State of California's Department of Education website.
     • keywords: frpm; high; language; math; school; scores
     • versions: original; plain text
410. WOS-000523457600001
     • author: Singer, J
     • title: Oppressive Staff Dynamics at an Intentionally Diverse Urban Charter School
     • date: 2020
     • words: 172
     • flesch: 28
     • summary: While the study is primarily an exploration of the context of this particular school, it highlights the need for a critical institutional perspective that situates schools within their sociopolitical context and connects organizational structures, routines, and culture with the beliefs and behaviors of school leaders. As they sought to promote changes, they faced oppressive dynamics that they attributed to the perspectives, dispositions, and practices of school leadership.
     • keywords: city; cpa; practices; school
     • versions: original; plain text
411. WOS-000523528000001
     • author: Ford, MR
     • title: Connecting Group Dynamics, Governance, and Performance: Evidence From Charter School Boards
     • date: 2020
     • words: 143
     • flesch: 28
     • summary: Specifically, we link survey data from Minnesota nonprofit charter school board members to hard measures of organizational performance in a path analysis predicting school-level math and reading proficiency levels. We conclude with practical advice on how nonprofit boards can increase their organizational performance through improved small group dynamics.
     • keywords: dynamics; governance; nonprofit; performance
     • versions: original; plain text
412. WOS-000523549300001
     • author: Torres, AC
     • title: Shared Leadership for Learning in Denver's Portfolio Management Model
     • date: 2020
     • words: 207
     • flesch: 46
     • summary: Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools).
     • keywords: innovation; leadership; schools; shared; teacher
     • versions: original; plain text
413. WOS-000523834700002
     • author: Ford, B
     • title: Neoliberalism and four spheres of authority in American education: Business, class, stratification, and intimations of marketization
     • date: 2020
     • words: 630
     • flesch: 35
     • summary: My intent is to include them, along with a fourth article, Profit, Innovation and the Cult of the Entrepreneur: Civics and Economic Citizenship, as chapters of a proposed volume, Democratic Education and Markets: Segmentation, Privatization and Sources of Authority in Education Reform. It continues with a consideration of what might be called a partial historical materialist analysis - the growth of inequality in the United States (and other countries) since the 1970s; this correlates with much of the basis for changes in the justifications and substance of Education reform.
     • keywords: amy; article; authority; business; democracy; democratic; education; gutmann; public; reform; sources
     • versions: original; plain text
414. WOS-000525762900001
     • author: Bischoff, K
     • title: School Choice, Neighborhood Change, and Racial Imbalance Between Public Elementary Schools and Surrounding Neighborhoods
     • date: 2020
     • words: 206
     • flesch: 31
     • summary: The expansion of school choice in recent years has potentially generated demographic imbalances between traditional public schools and their residential attendance zones. We find that the presence of more school-choice options generates racial imbalances between public elementary schools and their surrounding neighborhoods, but this association differs by type of choice-based alternative.
     • keywords: choice; imbalances; neighborhood; public; schools
     • versions: original; plain text
415. WOS-000530069100008
     • author: Abdulkadiroglu, A
     • title: Do Parents Value School Effectiveness?
     • date: 2020
     • words: 125
     • flesch: 44
     • summary: We use applicants' rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality.
     • keywords: parents; peer; quality; school
     • versions: original; plain text
416. WOS-000531521500007
     • author: Louzano, P
     • title: Charter Schools: A U.S. Case Study and Implications for Brazil
     • date: 2020
     • words: 166
     • flesch: 55
     • summary: In this scenario, focusing on the idea that school choice is the answer may divert the attention from systemic policies that can contribute to improve education such as high-quality early childhood education, increased education funding, after-school programs, and teacher professional development. This discussion is important to Brazil, given the fact that key actors are starting to advocate in favor of introducing charter schools and vouchers in the country.
     • keywords: school; states; united
     • versions: original; plain text
417. WOS-000536135700008
     • author: McEachin, A
     • title: Social returns to private choice? Effects of charter schools on behavioral outcomes, arrests, and civic participation
     • date: 2020
     • words: 172
     • flesch: 53
     • summary: We add to the empirical research on charter school effects by using a doubly-robust inverse probability weighted approach to evaluate the impacts of secondary charter school attendance on 9th grade behavioral outcomes and individuals propensity to commit crime and participate in elections as young adults in North Carolina, a state with a large and growing charter school sector. The vast majority of literature on school choice, and charter schools in particular, focus on attending an elementary or middle school grades and often focus on test scores or other proximal outcomes.
     • keywords: charter; school; scores; sector
     • versions: original; plain text
418. WOS-000540217000001
     • author: Moschetti, MC
     • title: A cultural political economy of supply-side subsidies for private schools in Argentina
     • date: 2020
     • words: 219
     • flesch: 20
     • summary: In comparison with other forms of public-private partnerships (PPP) in education of more recent emergence such as voucher programs or charter schools inspired by the postulates of the theory of public choice, supply-side subsidies for private schools usually respond to less explicit theories of change. Based on a review of the literature and the analysis of the legislative debates of the 1947-2006 period, this article seeks to examine the process of adoption of the regulatory framework defined by the policy of supply-side subsidies for private schools in Argentina from an evolutionary perspective of political and cultural economy.
     • keywords: policy; political; ppp; private; schools
     • versions: original; plain text
419. WOS-000542337500008
     • author: Benson, J
     • title: 'We don't care who you are': Race, space, and dispossession in New York's charter school co-location reform
     • date: 2020
     • words: 219
     • flesch: 30
     • summary: The author argues that New York's 2014 co-location reform, which guarantees co-location or rental assistance for the city's charter schools, produces school space in ways that create new circuits for the accumulation of capital by the private sector, while at the same time putting into circulation hegemonic imaginations of the relationship of race to school space. Co-location reform enlists school space within neoliberalism's color-blind and meritocratic racial ideology: reformers like New York Governor Andrew Cuomo don't care who you are because achievement is seen as the result of hard work and good choices made in free markets, and co-location will extend educational markets to families of color who have heretofore been excluded.
     • keywords: location; private; school; space
     • versions: original; plain text
420. WOS-000550219500004
     • author: Busemeyer, MR
     • title: Institutional Sources of Business Power
     • date: 2020
     • words: 142
     • flesch: 29
     • summary: Over time, through policy feedback and lock-in effects, institutional business power contributes to an asymmetrical dependence of the state on the continued commitment of private business actors. Scholarly accounts commonly distinguish between structural sources of business power, connected to its privileged position in capitalist economies, and instrumental sources, related to direct forms of lobbying by business actors.
     • keywords: actors; business; institutional; power
     • versions: original; plain text
421. WOS-000555996700001
     • author: Han, ES
     • title: Collective Bargaining of Charter School Principals and School Performance
     • date: 2022
     • words: 99
     • flesch: 29
     • summary: Because charter school principals are granted more autonomy and discretion than principals of traditional public schools, it is imperative to search for the attributes of principals that may improve charter school performance. Using propensity score matching based on the School and Staffing Survey, I find that principals' unionization is positively and significantly associated with charter school performance.
     • keywords: charter; principals
     • versions: original; plain text
422. WOS-000559527000001
     • author: Kearns, C
     • title: Competing With Charter Schools: Selection, Retention, and Achievement in Los Angeles Pilot Schools
     • date: 2020
     • words: 160
     • flesch: 49
     • summary: We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools.
     • keywords: pilot; schools; students; traditional
     • versions: original; plain text
423. WOS-000560725300001
     • author: Hodge, E
     • title: Power, Brokers, and Agendas: New Directions for the Use of Social Network Analysis in Education Policy
     • date: 2020
     • words: 150
     • flesch: 32
     • summary: These articles apply SNA to a variety of education policy issues, including large scale policies such as the Every Student Succeeds Act and the Common Core State Standards, charter schools, and the relationship between system and non-system actors. In this special issue, Researching 21st Century Education Policy Through Social Network Analysis, authors use social network analysis (SNA) to explore policy networks, broaden the current literature of sociological approaches to SNA, and/or incorporate new lenses for interpreting policy networks from political science or other academic disciplines.
     • keywords: education; networks; policy; sna
     • versions: original; plain text
424. WOS-000560756300001
     • author: Mann, BA
     • title: The effects of charter school enrollment losses and tuition reimbursements on school districts: Lifting boats or sinking them?
     • date: 2022
     • words: 146
     • flesch: 21
     • summary: Perhaps due to higher instructional expenditures, the relationship between competition and student achievement in reimbursement years is significantly less negative, and at times even positive, compared to non-reimbursement years. After receiving reimbursements, districts with increased competition spent more on instruction and instructional support services, but not on facilities or non-instructional operations.
     • keywords: charter; districts; schools
     • versions: original; plain text
425. WOS-000563237300001
     • author: Cheng, A
     • title: Unionization, public school reform, and teacher professionalism
     • date: 2021
     • words: 149
     • flesch: 23
     • summary: OLS regressions indicate that unionized teachers report lower levels of control, while charter teachers report somewhat greater levels of control over school policies and curricula than other public school teachers. More recently, the charter school movement offered a second means to protect teacher professionalism, though some scholars argue that charters fail to empower teachers since few charter teachers have union representation.
     • keywords: charter; school; teachers
     • versions: original; plain text
426. WOS-000565035600001
     • author: Sengupta-Irving, T
     • title: Stories of Garlic, Butter, and Ceviche: Racial-Ideological Micro-Contestation and Microaggressions in Secondary STEM Professional Development
     • date: 2021
     • words: 253
     • flesch: 13
     • summary: Drawing on the constructs of racial-ideological micro-contestation and racial microaggressions, this analysis illustrates three important dimensions to the design of professional learning for STEM teachers that center race: (1) how discipline-specific discussions can uniquely surface the latent racial and ideological meanings teachers associate with STEM; (2) the centrality of teachers' storied knowledge in grappling with heterogeneity; and (3) the interplay of micro-contestation and microaggressions in understanding and anticipating the experiences of minoritized teachers when debating issues of race, disciplinarity, and teaching. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in disciplinary teaching.
     • keywords: heterogeneity; racial; stem; teachers; teaching
     • versions: original; plain text
427. WOS-000571583400002
     • author: Torres, AC
     • title: Push, Pull, Tap and Switch: Understanding the Career Decisions of Charter School Leaders
     • date: 2020
     • words: 159
     • flesch: 43
     • summary: This exploratory study examines how leaders in stand-alone and charter management affiliated schools in New York and New Jersey made their decisions to lead, stay, and transition to different roles. Most research focuses on principal mobility generally, but little assesses charter leadership specifically.
     • keywords: charter; leaders; leadership; roles
     • versions: original; plain text
428. WOS-000583319000001
     • author: DeAngelis, CA
     • title: Effects of Charter School Competition on District School Budgeting Decisions: Experimental Evidence from Texas
     • date: 2021
     • words: 231
     • flesch: 35
     • summary: Methods We randomly assign surveys to district school leaders in Texas in the 2019-2020 school year to determine the effects of anticipated competition from public charter schools on reported desire for budget autonomy and expectations about future school-level spending decisions. Objective The effects of competition from public charter schools on district school budget decisions are theoretically ambiguous.
     • keywords: budget; competition; leaders; school
     • versions: original; plain text
429. WOS-000593998700006
     • author: Marianno, BD
     • title: Compared to What? Changes in Interest Group Resources and the Proposal and Adoption of State Teacher Policy
     • date: 2020
     • words: 154
     • flesch: 37
     • summary: Expanding on prior empirical work, this study suggests that interest group resources matter for policy change and highlights the importance of capturing interest group resource dynamics over time. What is the relationship between changes in interest group resources and the proposal and adoption of state policy?
     • keywords: group; interest; resources
     • versions: original; plain text
430. WOS-000595659700006
     • author: Woulfin, SL
     • title: Crystallizing Coaching: An Examination of the Institutionalization of Instructional Coaching in Three Educational Systems
     • date: 2020
     • words: 263
     • flesch: 35
     • summary: Conclusions: This study sheds light on how and why coaching, as a counternormative lever for instructional reform, is institutionalized in various educational systems. Further, there are gaps in our understanding of how coaching is adopted and accepted in different educational systems.
     • keywords: charter; coaching; school; systems
     • versions: original; plain text
431. WOS-000599232300003
     • author: Allen, A
     • title: Changing the Landscape: A Look at a Market District as an Emerging Model of K-12 Schooling
     • date: 2021
     • words: 153
     • flesch: 40
     • summary: To assess the fit of the market model, we employed a qualitative case study design, using interviews with school board members and the superintendent, and document analysis of school governance documents including the district's bylaws, organizational charts, and state law. We analyzed our findings against a theory of school governance and found that despite the intent of local actors to create a school district that served all students, the market approach to whole-district schooling created gaps in service.
     • keywords: charter; district; market; school
     • versions: original; plain text
432. WOS-000600592600001
     • author: Jung, J
     • title: Racial Representation and Socialization in Bureaucratic Organizational Structures
     • date: 2021
     • words: 213
     • flesch: 12
     • summary: Using Los Angeles Unified School District (LAUSD) elementary school data during the 2012-2014 school years, results show that representational effects differ depending on dimensions of student outcomes, and socialization moderating effects vary on the relationship between teacher representation and performance outcomes. Organizational scholars employing the theory of representative bureaucracy in their research have found that when public school teacher demographics mirror those of their students, teachers positively affect student performance.
     • keywords: outcomes; school; socialization; student; teachers
     • versions: original; plain text
433. WOS-000601349500001
     • author: Jeffers, EK
     • title: Epistemological defiance: troubling the notion of authorship, collaboration, and re-presentation in dissertation research
     • date: None
     • words: 154
     • flesch: 29
     • summary: Bringing our unique positionalities to the forefront, this article focuses on voice (oral story) and how voice functions in (written) text for researcher and participants in dissertation research. We argue that dissertation research is a collaborative and relational process that involves: the participants, the author, the advisor, the bodies of knowledge, and the ethical and moral principles that frame the process.
     • keywords: article; process; research
     • versions: original; plain text
434. WOS-000602327200002
     • author: Ertas, N
     • title: Administrative Corruption and Integrity Violations in the Charter School Sector
     • date: 2021
     • words: 151
     • flesch: 19
     • summary: A better understanding of the characteristics of the institutional environment that enable corrupt behavior is necessary to develop effective strategies to prevent corruption, protect children, and manage public funds effectively. This study suggests that the less regulated service systems may have also propagated an environment susceptible to managerial and accountability inadequacies, if not outright integrity violations and corruption.
     • keywords: corruption; education; public; violations
     • versions: original; plain text
435. WOS-000612690600001
     • author: Finger, LK
     • title: Advocates for hire: How government contracting shapes politics
     • date: 2022
     • words: 153
     • flesch: 44
     • summary: Some scholars show that contracting these organizations can compromise their broader goals and political activities, while others find that such arrangements empower the organizations to engage in advocacy and influence policy. We argue that not only can contracting strengthen nonprofits' capacities to engage in politics and advance their missions, but it can mobilize political activity among those working for and engaging with the nonprofits.
     • keywords: contracting; missions; nonprofits; tfa
     • versions: original; plain text
436. WOS-000615715000004
     • author: Feldman, J
     • title: Public-Private Partnerships in South African Education: Risky Business or Good Governance?
     • date: 2020
     • words: 173
     • flesch: 26
     • summary: Discussing this phenomenon in the South African context, this article draws on the Collaboration Schools Pilot Project as an example for understanding how the involvement of private partnerships within public schooling is being conceptualised by the Western Cape Education Department. Framed within the debate of public-private partnerships for the public good, the article provides a critical discussion on how these partnerships are enacted as a decentralisation of state involvement in the provision of public schooling by government.
     • keywords: partnerships; private; public
     • versions: original; plain text
437. WOS-000618828100007
     • author: Baude, PL
     • title: The Evolution of Charter School Quality
     • date: 2020
     • words: 183
     • flesch: 45
     • summary: However, exits, improvement of existing charter schools, and higher quality of new entrants increased charter effectiveness relative to traditional public schools despite an acceleration in the rate of sector expansion in the latter half of the decade. School quality in the charter sector was initially highly variable and on average lower than in traditional public schools.
     • keywords: charter; quality; schools; sector
     • versions: original; plain text
438. WOS-000620363300003
     • author: Nisbet, E
     • title: Local-level philanthropic partnerships in public education: Dilemmas for equity and public responsibility
     • date: 2021
     • words: 166
     • flesch: 36
     • summary: Public-private partnerships (PPPs) have a growing presence in U.S. public schools in activities ranging from standardized testing to after-school programs to charter schools. This article describes case studies of 2 districts in which school board policy was modified to address concerns that such fundraising produces inequity.
     • keywords: fundraising; policy; public; schools
     • versions: original; plain text
439. WOS-000621088100004
     • author: Henry, KL
     • title: The Price of Disaster: The Charter School Authorization Process in Post-Katrina New Orleans
     • date: 2021
     • words: 219
     • flesch: 26
     • summary: Utilizing the case of post-Katrina New Orleans, I examine the charter authorization process, an understudied aspect of charter school policy. Charter schools, in theory, are to balance autonomy and accountability in order to provide students with innovative learning environments and increased achievement on traditional academic measures.
     • keywords: authorization; charter; policy; process; schools
     • versions: original; plain text
440. WOS-000634666600001
     • author: Hashim, AK
     • title: Inside the black box of school autonomy: how diverse school providers use autonomy for school improvement
     • date: 2022
     • words: 99
     • flesch: 32
     • summary: Principal perceptions of autonomy are positively associated with perceived implementation ease of school plans which, in turn, is positively related to reports of teacher collegiality and responsive school practices. Districts are relying on school autonomy to help schools differentiate educational programming for students and improve low-performing schools, yet we know little about how schools use autonomy in practice.
     • keywords: autonomy; principal; school
     • versions: original; plain text
441. WOS-000637245700001
     • author: Lau, SMC
     • title: Text Production as Process: Negotiating Multiliterate Learning & Identities
     • date: None
     • words: 164
     • flesch: 14
     • summary: This process-oriented view of identity text production points to the mutually constitutive nature of identity/text/curriculum work, inviting a dynamic, non-linear understanding of text production, and calling for reflexive attention to power relations in classroom interactions for greater possibilities for meaningful identity and knowledge making. Drawing on sociocultural perspectives of language and identity as well as translanguaging, we examined both the product and the process of identity text production.
     • keywords: children; identity; production; text
     • versions: original; plain text
442. WOS-000647245900001
     • author: Knipp, H
     • title: A Powerful Visual Statement: Race, Class, and Gender in Uniform and Dress Code Policies in New Orleans Public Charter Schools
     • date: 2022
     • words: 165
     • flesch: 50
     • summary: The racist, classist, and sexist language deployed within the policies is exposed while specifically centering the disproportionate regulation of young black female bodies in dress code policies. Drawing on intersectionality and the concept of misogynoir, this study attempts to dissect what school policies communicate about race, class, and gender.
     • keywords: code; dress; policies; uniform
     • versions: original; plain text
443. WOS-000647357300001
     • author: Chikkatur, A
     • title: More than curriculum: the barriers to developing an anti-racist school culture at a middle school
     • date: None
     • words: 147
     • flesch: 35
     • summary: Based on an ethnographic study at a middle school in a Midwestern city, this article examines the difficulty in creating anti-racist educational spaces, even in schools with a stated desire to do so. The school also failed in its attempts to shift its culture around discipline that disproportionately impacted Black students.
     • keywords: relevant; school; students
     • versions: original; plain text
444. WOS-000647369600001
     • author: Constantinides, M
     • title: Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts
     • date: None
     • words: 178
     • flesch: 15
     • summary: Findings demonstrate the different ways in which executive leaders perceived these logics influencing their actions and how school leaders experienced the expectations from the executive leaders in the wake of multiple accountability demands. This paper presents findings from an analysis of instructional improvement efforts in two MATs drawing on data from interviews with 13 executives and school leaders.
     • keywords: executive; institutional; instructional; leaders; reform
     • versions: original; plain text
445. WOS-000649515800001
     • author: Arapis, T
     • title: Charter Schools Have Rainy Days Too! But Are They Ready for When It Pours?
     • date: 2021
     • words: 245
     • flesch: 36
     • summary: Statutory fund balance minimums and the adoption of formal fund balance policies articulating how savings are accumulated, used, and replenished should, therefore, be considered. Although they are an important education provider schooling more than 3.1 million students nationwide, we know little about their ability to accumulate fiscal savings for weathering rainy days and sustaining smooth service.
     • keywords: balance; charter; fiscal; fund; savings; schools
     • versions: original; plain text
446. WOS-000654875400002
     • author: Sorensen, LC
     • title: Sorting it Out: The Effects of Charter Expansion on Teacher and Student Composition at Traditional Public Schools
     • date: 2021
     • words: 180
     • flesch: 32
     • summary: Overall these findings suggest that the composition of the teacher workforce in TPS will continue to change as charter schools further expand, and that the spillover effects of future charter expansion will vary by the types of students served by charters. Since their introduction in the 1990s, charter schools have grown from a small-scale experiment to a ubiquitous feature of the public education landscape.
     • keywords: charter; public; schools; teacher; tps
     • versions: original; plain text
447. WOS-000657812300001
     • author: Price, H
     • title: Weathering fluctuations in teacher commitment: leaders relational failures, with improvement prospects
     • date: 2021
     • words: 391
     • flesch: 29
     • summary: Purpose Studies demonstrate the central role of principals in developing and sustaining teacher commitment to their school. Practical implications Relational practices of principals can promote quality relationships that uphold trust and sustain environments conducive to maintaining high organizational commitment.
     • keywords: commitment; organizational; principals; relational; school; teachers; year
     • versions: original; plain text
448. WOS-000659351600001
     • author: Marsh, LTS
     • title: Critical vigilance, counter-discourses, and counter-conduct: White Teachers' attempt at resistance at one 'no-excuses' urban charter school
     • date: 2021
     • words: 164
     • flesch: 25
     • summary: The findings of this phenomenological study suggest that White educators can become allies of Black and Latinx students but fail to create consistent affirming spaces due to an unrelenting implicit organisational pressure that we identify as 'no-excuses pressure,' that works against educators becoming full resistors and works against Black and Latinx students' full humanity. Educational innovations such as 'no-excuses' charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility.
     • keywords: black; excuses; latinx; white
     • versions: original; plain text
449. WOS-000660990400004
     • author: Travis, S
     • title: Artists, We Need You: Artist Identity, Creative Agency, and the Urgency of Action
     • date: 2021
     • words: 138
     • flesch: 45
     • summary: Then, I describe the use of social practice theory of identity and agency to interpret activist artist identity development within the research. Finally, I present data and analysis of the findings of the study of the contexts, narratives, activities, and consequences of activist artist identity work.
     • keywords: agency; artist; identity; study
     • versions: original; plain text
450. WOS-000661565100001
     • author: Bulkley, KE
     • title: From Central Office to Portfolio Manager in Three Cities: Responding to the Principal-Agent Problem
     • date: 2021
     • words: 153
     • flesch: 39
     • summary: Specifically, we observed distinct PM approaches to managing competing goals of stakeholders in the context of school closure and to balancing school-based autonomy with more prescriptive measures for building school capacity and ensuring the equitable treatment of students. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles.
     • keywords: goals; pms; principals; school
     • versions: original; plain text
451. WOS-000664236000005
     • author: Tamir, E
     • title: What Principals Look for When Hiring New Teachers
     • date: 2021
     • words: 98
     • flesch: 34
     • summary: Results reveal a tendency among principals in all three sectors to focus on both professional skills and personal characteristics as critical components in teacher hiring. This qualitative study reports on principals' perceptions regarding the teacher characteristics deemed most important for hiring effective teachers.
     • keywords: hiring; principals; teacher
     • versions: original; plain text
452. WOS-000668133800001
     • author: An, Y
     • title: How Do Teachers From Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence From Kansas City
     • date: 2021
     • words: 152
     • flesch: 46
     • summary: Teachers from both programs are more racially/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than other teachers in the same districts where they work. We examine how teachers from two alternative preparation programs-Teach for America (TFA) and Kansas City Teacher Residency (KCTR)-contribute to the teacher labor market in and around Kansas City, Missouri.
     • keywords: kctr; programs; teachers; tfa
     • versions: original; plain text
453. WOS-000670831500005
     • author: Bertoni, M
     • title: School choice
     • date: 2020
     • words: 159
     • flesch: 46
     • summary: We find that families - particularly, higher income, White British - are more likely to rank converted schools above non-converted schools on their applications. We use administrative data on school applications for three cohorts of students to estimate whether this rebranding changes schools' relative popularity.
     • keywords: conversion; families; schools; state
     • versions: original; plain text
454. WOS-000671731600001
     • author: Malone, MR
     • title: Leading in complex environments: the role of leadership in multi-school organization improvement
     • date: None
     • words: 203
     • flesch: 24
     • summary: Developing highly capable MSOs is an iterative process that requires significant time and resources in school leadership positions to build a shared curriculum, align on instructional design, and develop leadership capacity to support teaching and learning within and across schools. School improvement in chronically under-performing schools remains a formidable challenge for school leaders.
     • keywords: leaders; leadership; msos; school; work
     • versions: original; plain text
455. WOS-000672750800002
     • author: Abdulkadiroglu, A
     • title: Efficiency, Justified Envy, and Incentives in -Priority-Based Matching
     • date: 2020
     • words: 80
     • flesch: 48
     • summary: Top trading cycles (TTC) is Pareto efficient and strategy-proof in priority-based matching, but so are other mechanisms including serial dictatorship. Empirical evidence from New Orleans OneApp and Boston Public Schools shows that TTC has significantly less justified envy than serial dictatorship.
     • keywords: dictatorship; ttc
     • versions: original; plain text
456. WOS-000679413400001
     • author: Bowers, AJ
     • title: Supporting the initial work of evidence-based improvement cycles through a data-intensive partnership
     • date: 2021
     • words: 244
     • flesch: 37
     • summary: To make sense of LMS data, researchers and practitioners formed a partnership to organize complex data sets, create data visualizations and engage in joint sensemaking around data visualizations to begin to launch continuous improvement cycles. Design/methodology/approach - The authors analyzed LMS data for n = 476 students in Algebra I using hierarchical cluster analysis heatmaps.
     • keywords: cycles; data; improvement; researchers; sense
     • versions: original; plain text
457. WOS-000681393700001
     • author: Canbolat, Y
     • title: The Long-Term Effect of Competition on Public School Achievement: Evidence from the Indiana Choice Scholarship Program
     • date: 2021
     • words: 206
     • flesch: 41
     • summary: Despite a vast literature on school vouchers, less is known about their long-term competitive effects on public schools. The trend of voucher recipients who have prior public- school attendance revealed that the worsening proficiency rates in the public schools that face higher competition were driven by the departure of relatively high achieving students, suggesting that school vouchers inspire sorting.
     • keywords: competition; public; schools; term; vouchers
     • versions: original; plain text
458. WOS-000682593200001
     • author: Williams, PL
     • title: Paut Neteru: Dreams of Leadership and Liberation-An Autoethnography of a Black Female Charter School Leader Using An Africentric Approach
     • date: 2021
     • words: 217
     • flesch: 13
     • summary: This article seeks to document and critique concepts of social and material inequalities embedded in institutional policies and practices in neoliberal education, utilizing autoethnography to explore the obstacles and experiences of a Black female charter school leader using an Africentric approach to educating Black children. The article highlights findings that indicate how attempts to implement an African-centered approach to educating Black children, in a DC charter school, in the U.S. Eurocentric education model, in the neoliberal era, was compromised by neoliberal policies; and illustrates how reported findings support the need to continue to examine how children of color can be educated, not just schooled, in a manner that places them at the center of their learning, builds agency, and develops them into creative and critical thinkers and future builders.
     • keywords: article; black; charter; neoliberal; school
     • versions: original; plain text
459. WOS-000684139700001
     • author: Erickson, HH
     • title: The Effects of the Louisiana Scholarship Program on Student Achievement and College Entrance
     • date: 2021
     • words: 148
     • flesch: 37
     • summary: Drawing upon the random lotteries that placed students in LSP schools, we estimate the causal impact of using an LSP voucher to enroll in a private school on student achievement on the state accountability assessments in math, English Language Arts, and science over a four-year period, as well as on the likelihood of enrolling in college. The Louisiana Scholarship Program (LSP) offers publicly funded vouchers to moderate- and low-income students in low-performing public schools to enroll in participating private schools.
     • keywords: lsp; private; schools; students
     • versions: original; plain text
460. WOS-000696827100001
     • author: Bridich, SM
     • title: Approved to fail: a case study of leadership at three new high schools
     • date: 2021
     • words: 236
     • flesch: 42
     • summary: School leaders at charter and innovation schools have increased freedom over curriculum, budget, scheduling and personnel when compared to leaders in traditional public schools. Design/methodology/approach Using case study research, this qualitative, multisite study of school leaders at three schools in an urban district in Colorado examined the realities leaders experienced during the first three years of their schools.
     • keywords: charter; district; leaders; new; school
     • versions: original; plain text
461. WOS-000696992800014
     • author: Enami, A
     • title: Labor versus capital in the provision of public services: Estimating the marginal products of inputs in the production of student outcomes
     • date: 2021
     • words: 149
     • flesch: 26
     • summary: This paper uses data on Ohio school districts to estimate the short and long term impact of different types of school expenditures on student outcomes. We find that additional school expenditures on operating, minor capital, and major capital expenditure categories do not have a statistically significant effect on the student test scores of the average public school.
     • keywords: expenditures; operating; school; student
     • versions: original; plain text
462. WOS-000698015900001
     • author: Hashim, AK
     • title: Is more autonomy better? How school actors perceive school autonomy and effectiveness in context
     • date: None
     • words: 201
     • flesch: 40
     • summary: Schools also reported different levels of autonomy that varied according to school governance model and consistently described these levels as optimal for achieving school goals. Although policies aiming to increase school-based autonomy are commonplace, we know little about how school actors use autonomy to improve organizational performance in varied contexts.
     • keywords: autonomy; district; levels; organizational; school
     • versions: original; plain text
463. WOS-000705460700001
     • author: Creed, B
     • title: Understanding Charter School Leaders' Perceptions of Competition in Arizona
     • date: 2021
     • words: 259
     • flesch: 38
     • summary: We estimated fixed effects logistic regression models which examine factors predicting the labeling of competitor schools and of top competitors. However, little is known about how competition operates in public education-particularly in charter schools.
     • keywords: charter; competition; leaders; responses; school
     • versions: original; plain text
464. WOS-000708239600001
     • author: Barrett, N
     • title: When the Walls Come Down: Evidence on Charter Schools' Ability to Keep Their Best Teachers Without Unions and Certification Rules
     • date: 2022
     • words: 121
     • flesch: 43
     • summary: We test this empirically by comparing teacher exits in the deregulated market of New Orleans with neighboring traditional school districts. Theories of market-based school reform suggest that teacher labor markets may be inefficient because schools lack autonomy to incentivize performance in hiring, retention, and compensation.
     • keywords: new; performance; teacher
     • versions: original; plain text
465. WOS-000708606500001
     • author: Bradley, JR
     • title: Are federal single audit reports of internal control weaknesses a useful tool for evaluating management? The case of charter schools
     • date: 2022
     • words: 503
     • flesch: 26
     • summary: Purpose The authors examine whether reports of internal control weaknesses (ICWs) under federal single audit (FSA) guidelines are a useful tool for evaluating non-profit (NP) management, using a unique nationwide sample of NP charter schools. Social implications These findings may help inform the debate regarding NP charter schools, a fast-growing, economically significant and highly controversial sector in public education.
     • keywords: authors; charter; compensation; executive; icws; reported; reports; research; sample; schools
     • versions: original; plain text
466. WOS-000710041800001
     • author: Buras, K
     • title: Education research and critical race praxis: fieldnotes on "making it matter" in New Orleans
     • date: 2023
     • words: 159
     • flesch: 33
     • summary: Buras examines her involvement as a scholar activist working in solidarity with community groups to document the effects of the charter school takeover on black public schools and neighborhoods - and push back. Making it matter, Buras argues, requires insurgent scholarship grounded in history, counter-storytelling, place-based knowledge, democratic collaboration, long-term commitment to community, and anti-racist action.
     • keywords: buras; community; grassroots; research; usgrc
     • versions: original; plain text
467. WOS-000713473200001
     • author: DeAngelis, CA
     • title: School sector and satisfaction: evidence from a nationally representative sample
     • date: 2022
     • words: 143
     • flesch: 45
     • summary: Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector.
     • keywords: public; satisfaction; schools
     • versions: original; plain text
468. WOS-000731009900001
     • author: Golann, JW
     • title: How Principals Balance Control and Care in Urban School Discipline
     • date: None
     • words: 96
     • flesch: 37
     • summary: We also make a theoretical contribution by showing how schools and school leaders respond to competing institutional logics in developing practices and policies. School discipline has been a site of contention and reform.
     • keywords: principals; school
     • versions: original; plain text
469. WOS-000737347600007
     • author: Kho, A
     • title: A Descriptive Analysis of Cream Skimming and Pushout in Choice versus Traditional Public Schools
     • date: 2022
     • words: 180
     • flesch: 41
     • summary: One of the controversies surrounding charter schools is whether these schools may either cream skim high-performing students from traditional public schools or pushout low-achieving students or students with discipline histories, leaving traditional public schools to educate the most challenging students. Because school choice programs managed by districts (magnet and open enrollment programs) have a similar ability to cream skim and pushout students, we also examine these outcomes for these programs.
     • keywords: cream; programs; schools; students
     • versions: original; plain text
470. WOS-000738702800001
     • author: Lancet, S
     • title: Leadership as an Implementation Driver: Identifying Best Practices to Support Organizational Change
     • date: None
     • words: 179
     • flesch: 24
     • summary: By ensuring that school leaders are trained and supported to use effective leadership strategies, policymakers, and schools of higher education can influence the adoption and advancement of innovative and effective practices. From our exploratory research, key themes emerged that align with effective leadership strategies for implementation demonstrating the positive influence of leaders who prioritize students with disabilities by maintaining a clear vision and strong sense of purpose, creating a safe environment where diversity of perspectives is encouraged, and making sure all voices are heard and valued.
     • keywords: charter; disabilities; leaders; school
     • versions: original; plain text
471. WOS-000749048100001
     • author: Smith, SJ
     • title: Adding a Register of Relational Justice: A Fuller Picture of the Debate Around No-Excuses Schools
     • date: 2022
     • words: 163
     • flesch: 55
     • summary: A turn to relational justice recognizes other educational goods schools might deliver to their students. This analysis seeks to escape this trap by proposing and doing an analysis of No-Excuses schools using relational justice.
     • keywords: excuses; justice; schools
     • versions: original; plain text
472. WOS-000753292900001
     • author: Ford, MR
     • title: Going Virtual: The Impacts of a Virtual Charter School Governance Reform
     • date: 2022
     • words: 145
     • flesch: 37
     • summary: Regression modeling indicates that students suffer immediate-term academic losses when they transfer into virtual charter schools, and immediate-term academic gains when they return to traditional public schools. The results also speak to the performance of virtual charter schools generally, and to the possible impacts and lessons of the Covid-19 related shift to virtual education in the U.S.
     • keywords: charter; schools; virtual
     • versions: original; plain text
473. WOS-000761902200001
     • author: Keels, M
     • title: Educators Need More Than a Strong Belief in the Importance of Student Relationships
     • date: 2022
     • words: 162
     • flesch: 31
     • summary: Results show that although all staff members prioritize relationship building, few were knowledgeable of strategies that were effective for building relationships with emotionally and behaviorally dysregulated students. The gap between their desire to build relationships and perceived low quality of relationships with students was both caused by and resulted in a high level of compassion fatigue and burnout.
     • keywords: building; relationships; strategies; stress
     • versions: original; plain text
474. WOS-000761957500003
     • author: Hill, AJ
     • title: THE EFFECT OF SCHOOL CLOSINGS ON TEACHER LABOR MARKET OUTCOMES AND TEACHER EFFECTIVENESS
     • date: 2021
     • words: 178
     • flesch: 51
     • summary: It is also marginally larger for the highest and lowest value-added teachers compared with teachers in the middle of the value-added distribution, and, strikingly, twice as large for black teachers than white teachers even from the same closing school. This paper explores how elementary school teachers in North Carolina respond to this labor market shock.
     • keywords: closings; school; teachers; value
     • versions: original; plain text
475. WOS-000762374300006
     • author: Finger, LK
     • title: Policy Feedback and the Polarization of Interest Groups
     • date: 2022
     • words: 158
     • flesch: 60
     • summary: We use the case of education interest groups to examine how and when policy changes lead interest groups to polarize in their support for political parties. Our findings demonstrate that policy feedback can shape both the electoral mobilization and party alignments of interest groups.
     • keywords: groups; interest; states
     • versions: original; plain text
476. WOS-000763870200001
     • author: Scheurich, JJ
     • title: Coalition-Based Grassroots Activist Research by Doctoral Students in Resistance to Neoliberalism, Using Social Media for Local Dissemination
     • date: 2022
     • words: 281
     • flesch: 31
     • summary: We then discuss how social media was used as the main local venue for publicizing the research results, how the use of social media changed the ways we understand research and the ways we present research results, and how social media was used for research dissemination. Finally, we discuss the implications of this research for research theory and methodology, for activist use of research and research methodologies, and for the use of social media for local activist research dissemination.
     • keywords: activist; coalition; education; media; research; social
     • versions: original; plain text
477. WOS-000770646300004
     • author: Hatch, T
     • title: New Schools in New York City: Incremental Changes in Transformative Initiatives in the 21st Century
     • date: 2021
     • words: 312
     • flesch: 32
     • summary: Background: After the turn of the 21 st century in New York City, mayor Michael Bloomberg launched major initiatives to open new small schools and new charter schools as a central piece of a strategy to transform schooling and produce dramatically better results. Design/Analysis: To achieve this objective, this article undertakes a historical analysis that highlights the intersection among the goals, capacity demands, and values in the new school initiatives, and the needs, existing capabilities, and values of four intermediaries involved in creating new small schools or new charter schools.
     • keywords: charter; initiatives; new; schooling; schools
     • versions: original; plain text
478. WOS-000777995100001
     • author: Jabbar, H
     • title: Race, Gender, and Networks: How Teachers' Social Connections Structure Access to Job Opportunities in Districts With School Choice
     • date: 2022
     • words: 150
     • flesch: 38
     • summary: We find that in choice-rich environments, there was an extensive reliance on social networks in the hiring process, and teachers had different access to key social networks that can help to land jobs. Hiring decisions and unequal access to job opportunities among teacher candidates, in part due to the reliance on networks, created conditions where teachers who cultivated stronger networks, or with access to the right networks, had greater opportunity, with implications for racial and gender equity and diversity.
     • keywords: access; networks; social; teachers
     • versions: original; plain text
479. WOS-000780965100001
     • author: Lavery, L
     • title: Why Charter Teachers Unionize
     • date: None
     • words: 112
     • flesch: 17
     • summary: Our evidence suggests unionization and collective bargaining agreements can create more transparency around pay and development, which teachers desired. But, sometimes unionization carried unanticipated risks for administrators-salaries increased faster than revenues and teacher development became constrained by newly formed collective bargaining agreements.
     • keywords: agreements; teachers; unionization
     • versions: original; plain text
480. WOS-000781792600001
     • author: Hernandez, LE
     • title: The Importance of Being "Woke": Charter Management Organizations and the Growth of Social Consciousness as a School Quality Marker
     • date: 2022
     • words: 145
     • flesch: 23
     • summary: The article concludes with a discussion of how CMOs' evolving discourse may influence public perception and considers how CMOs perpetuate a form of neoliberal multiculturalism that normalizes market reform under the discursive cover of a bounded articulation of equity and racial justice. Charter management organizations (CMOs) have increasingly had to respond to questions surrounding their organizations-particularly in the context of the broader social awakening around systemic injustices and evidence of their racially inequitable practices.
     • keywords: cmos; conscious; organizations
     • versions: original; plain text
481. WOS-000787657700001
     • author: Cody, CA
     • title: Examining the relationship between board member selection criteria and board boundary spanning into internal, upward, and outward accountability environments
     • date: 2022
     • words: 187
     • flesch: 15
     • summary: Our findings suggest that charter school boards may be recruiting board members who can relate to multiple stakeholder groups across accountability environments rather than selecting for members who operate in distinct accountability environments. Alternatively, selecting board members because they are friends/acquaintances of current board members is associated with lower levels of activities across all three accountability environments.
     • keywords: accountability; board; environments; members
     • versions: original; plain text
482. WOS-000787750600001
     • author: Nichols-Barrer, I
     • title: The Impacts on College Enrollment of a Charter Network Serving Disadvantaged Students: Evidence From KIPP Middle School Lotteries
     • date: 2022
     • words: 155
     • flesch: 42
     • summary: Building on prior studies of KIPP that show KIPP middle schools have strong positive effects on middle school achievement, we find that KIPP middle schools also positively affect rates of enrollment in 4-year college programs. Recent studies of charter school effectiveness have questioned whether charter school networks can produce a lasting impact on students' long-term outcomes.
     • keywords: college; kipp; middle; school
     • versions: original; plain text
483. WOS-000795052500001
     • author: Lustick, H
     • title: Schoolwide critical restorative justice
     • date: 2022
     • words: 184
     • flesch: 24
     • summary: There also needs to be a greater emphasis on the words and deeds that contribute to 'critical restorative justice,' since restorative justice is so often discussed as a means for reducing the schools to prison pipeline without detailed attention to how it will disrupt traditional patterns of power and discipline in school. Using Knight and Wadhwa's (2014) concept of critical restorative justice, I analyzed interviews with youth leaders and staff at one urban charter high school who strove to implement school-wide restorative justice practices with an explicit lens toward resisting structural oppression and the schools to prison pipeline.
     • keywords: critical; discipline; justice; restorative
     • versions: original; plain text
484. WOS-000799965500001
     • author: Badillo-Diaz, MA
     • title: School Social Work Practice in Charter Schools: Current Trends and Future Considerations
     • date: 2022
     • words: 170
     • flesch: 59
     • summary: This article examines social work practice in the context of charter schools to provide charter school social workers with insight and information tailored to their unique school settings. As charter schools proliferate across the United States, so does the number of school social workers employed by them.
     • keywords: charter; school; social; work
     • versions: original; plain text
485. WOS-000800912200004
     • author: Marsh, LTS
     • title: Deficit-Oriented Beliefs, Anti-Black Policies, Punitive Practices, and Labeling: Exploring the Mechanisms of Disproportionality and Its Impact on Black Boys in One Urban "No-Excuses" Charter School
     • date: 2022
     • words: 350
     • flesch: 33
     • summary: The article includes purposeful observations and semi-structured interview data with school personnel and students drawn from a 14-month ethnographic study. Furthermore, an Afrocentric education approach requires school personnel to understand the history and culture of people of African descent and to see students' full humanity.
     • keywords: excuses; findings; nexus; policies; prison; school; students; study
     • versions: original; plain text
486. WOS-000800914400008
     • author: Henry, KL
     • title: Zones of Nonbeing: Abjection, White Accumulation, and Neoliberal School Reform
     • date: 2021
     • words: 270
     • flesch: 21
     • summary: Extending Anyon's analysis of political economy, the article focuses on the neoliberal restructuring of New Orleans education after Hurricane Katrina to illustrate how the notions of abjection and zones of nonbeing form a guiding constellation for the accumulation and solidification of White power and capital. Research Design/Data Collection and Analysis: This article builds off a larger yearlong qualitative critical race case study on the reproduction of White racial educational dominance in post-Katrina New Orleans.
     • keywords: katrina; new; orleans; political; race; study
     • versions: original; plain text
487. WOS-000809429400001
     • author: Beuermann, DW
     • title: What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output
     • date: 2023
     • words: 186
     • flesch: 43
     • summary: Schools' impacts on high-stakes tests are weakly related to impacts on important outcomes such as arrests, dropout, teen motherhood, and formal labour market participation. School choices among parents of low-achieving students are relatively more strongly related to schools' impacts on non-test-score outcomes, while the opposite is true for parents of high-achieving students.
     • keywords: impacts; outcomes; parents; schools
     • versions: original; plain text
488. WOS-000812805300001
     • author: Kingsbury, I
     • title: What Kind of Students Attend Cyber Schools? Pandemic Enrollment as Evidence of Negative Selection
     • date: 2022
     • words: 168
     • flesch: 35
     • summary: Scholars debate the extent to which these differences are due school quality or the type of student that attends virtual schools. The large number of students who enrolled in virtual schools during the COVID-19 pandemic provides a unique opportunity to revisit this debate, as the phenomenon plausibly attenuates negative selection into virtual schools.
     • keywords: cyber; schools; students; virtual
     • versions: original; plain text
489. WOS-000815642800005
     • author: Nelson, SL
     • title: Continued Disparate Discipline: Theorizing State Takeover Districts' Impact on the Continued Oppression of Black Girls
     • date: 2022
     • words: 127
     • flesch: 40
     • summary: The state takeover of schools in predominantly Black communities has not disrupted the racial subjugation of Black girls. Using proportional analyses and Detroit, Memphis, and New Orleans as research sites, we find that the takeover of school districts does not produce statistically weaker associations with the use of harsh disciplinary practices against Black girls.
     • keywords: black; education; girls
     • versions: original; plain text
490. WOS-000829512400001
     • author: Castro, AJ
     • title: School Choice, Teachers' Work, and Professional Identity
     • date: 2022
     • words: 188
     • flesch: 44
     • summary: However, we know little about how teachers negotiate-and renegotiate-their professional identities during the job search in contexts with school choice, such as charter schools. Teacher professional identity, or what it means to be a teacher, informs the types of schools teachers seek for work.
     • keywords: identity; professional; schools; teachers
     • versions: original; plain text
491. WOS-000833328000001
     • author: Yazdiha, H
     • title: Racialized Organizations in Racialized Space: How Socio-spatial Divisions Activate Symbolic Boundaries in a Charter School and a Public School
     • date: 2022
     • words: 181
     • flesch: 29
     • summary: Findings show how threats to the material boundaries of school space activate symbolic boundaries between parents from each school, drawing from racialized organizational identities of traditional public schools as representing neighborhood loyalty and anti-gentrification resistance positioned against charter schools as representing dominant whiteness, superiority, and social mobility. Much research documents the systems of racism that undergird the rise of school choice policies and charter schools, racialized organizations that reproduce racial logics.
     • keywords: charter; choice; neighborhood; school; space
     • versions: original; plain text
492. WOS-000853627500001
     • author: Hicks, B
     • title: Incoming! Spatial Enrollment Competition between Charter Schools and Traditional Public Schools
     • date: None
     • words: 199
     • flesch: 49
     • summary: However, we also observe that charter schools tend to locate where traditional public school enrollments are on the decline. The meteoric rise in charter schools has several implications for traditional public schools and their students.
     • keywords: charter; schools; traditional
     • versions: original; plain text
493. WOS-000864839900001
     • author: Komisarow, S
     • title: Comprehensive Support and Student Success: Can Out of School Time Make a Difference?
     • date: 2022
     • words: 179
     • flesch: 35
     • summary: Using an index of early high school outcomes, I predict that lottery winners are around 4 percentage points more likely to graduate from high school than lottery losers (5 percent effect). I find that the subgroup of lottery winners who entered the comprehensive program with low baseline achievement earned more course credits (0.82 credits), achieved higher grade point averages (0.37 grade points), and were less likely to be suspended (17.1 percentage points) during ninth grade than their lottery loser counterparts.
     • keywords: grade; high; lottery; school; students
     • versions: original; plain text
494. WOS-000871076800001
     • author: Holyoke, TT
     • title: Path dependence and resistance to it in public policies: The case of charter school policies in the United States
     • date: 2022
     • words: 152
     • flesch: 60
     • summary: In this article I test the influence of path dependence versus group opposition in state charter school policies. It may also be that interest groups opposing new policies are still able to shape the way they evolve, pushing against intended paths.
     • keywords: path; policies
     • versions: original; plain text
495. WOS-000876203500005
     • author: Mamo, M
     • title: Fiscal and Competitive Externalities of Charter Schools: Evidence from Utah
     • date: 2022
     • words: 166
     • flesch: 48
     • summary: Utilizing data for Utah's school districts over the period of 2014-2018, I estimate unobserved effects models to assess the expenditure and efficiency effects of charter schools on traditional public schools. Loss of economies due to reduced enrollments and a rising share of high-cost students are some of the key mechanisms that could potentially increase the costs of providing education in district schools.
     • keywords: charter; districts; efficiency; schools
     • versions: original; plain text
496. WOS-000880364300005
     • author: Bertoni, M
     • title: School choice during a period of radical school reform. Evidence from academy conversion in England
     • date: 2021
     • words: 159
     • flesch: 46
     • summary: We find that families - particularly higher income, White British - are more likely to rank converted schools above non-converted schools on their applications. We use administrative data on school applications for three cohorts of students to estimate whether this rebranding changes schools' relative popularity.
     • keywords: conversion; families; schools; state
     • versions: original; plain text
497. WOS-000886781300001
     • author: Morris, JE
     • title: Black School Closings Aren't New: Historically Contextualizing Contemporary School Closings and Black Community Resistance
     • date: 2022
     • words: 124
     • flesch: 41
     • summary: In this article, we identify five waves of Black school closings and provide contemporary case studies that reveal an ongoing pattern resulting in the destabilization of Black communities across time and space. Whereas increased scholarly attention is focusing on contemporary school closings, noticeably absent is the placement of this scholarship within the historical context of Black people's social experiences.
     • keywords: black; closings; people
     • versions: original; plain text
498. WOS-000893455800003
     • author: James-Gallaway, CD
     • title: The Kids in Prison Program: A Critical Race Personal Counternarrative of a Former Black Charter School Teacher
     • date: 2022
     • words: 348
     • flesch: 29
     • summary: To analyze data, I drew on CRT concepts of racial realism and the permanence of racism in U.S. society to underscore Black fugitivity, anti-Black surveillance, and discipline. Conclusion/Recommendations:Racial realism provides a lens for identifying the evolution of racialized surveillance technologies on Black bodies within the United States.
     • keywords: black; critical; education; practices; race; racial; realism; students
     • versions: original; plain text
499. WOS-000900909700001
     • author: Knight, DS
     • title: Student Mobility between Charter and Traditional Public School Sectors: Assessing Enrollment Patterns among Major Charter Management Organizations in Texas
     • date: 2022
     • words: 183
     • flesch: 32
     • summary: We examine patterns of student transfer between traditional public schools and charter schools among four of Texas's largest charter networks, which cumulatively make up over one-third of Texas charter students. Transfers between sectors contribute to enrollment gaps in special education and other classifications, but the findings do not apply uniformly across charter districts, student enrollment classifications, or grade levels.
     • keywords: charter; enrollment; schools; students
     • versions: original; plain text