Download Charter Schools: From Reform Imagery to Reform Reality by J. Powers PDF

By J. Powers

This publication starts off with the claims of policymakers and explores constitution colleges at every one degree of the policymaking technique, from laws to implementation. Powers rigorously and carefully examines how good points of faculties' coverage contexts form the ways in which constitution college reform unfolds at faculties, supplying a nuanced portrait of the universities partaking during this a lot mentioned and little understood reform circulate. whereas policymakers are frequently vulnerable to making sweeping claims in regards to the efficacy of constitution faculties, in perform constitution tuition reform is way extra complicated. by way of drawing on an intensive and compelling variety of knowledge, Powers assesses the validity of policymakers’ claims.

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Extra info for Charter Schools: From Reform Imagery to Reform Reality (Palgrave Studies in Urban Education)

Sample text

Seventy four percent of the students attending conventional public schools in Michigan were white compared to 35 percent of charter school students. 4 indicates, most charter schools were located in urban areas. S. Census. The same figures for conventional public schools are 26 percent and 35 percent, respectively. Likewise, compared to conventional public schools, a much lower percentage of charter schools were located in rural areas (15 percent of charter schools compared to 29 percent of conventional public schools).

5 The Roundtable’s involvement in SB 1274 followed the same pattern as its involvement in SB 813. The organization commissioned a second report entitled Restructuring California Education that proposed over seventy reforms organized into six broad policy proposals (Olsen, Chang, Salazar, Leong, Perez, McClain, and Raffel, 1994; see also Berman, Weiler Associates, 1988). The scope of the reforms advocated in Restructuring California Education was wide-ranging and encompassed reforms aimed at schools to changes in state policy (Berman, Weiler Associates, 1988).

The responses were averaged for conventional public school teachers and charter school teachers. The closer the average to 1, the more teachers perceived this factor to be a problem in their daily work environments. I ranked the items based on the charter school teachers’ average ratings from the issue that was rated as least problematic to the issue that was the most problematic. The last column in each table shows the difference in means across the two groups of teachers. A plus (+) indicates that the charter school teachers’ mean was higher than the conventional public school teachers’ mean.

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