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School climate and depressive symptoms of disciplinary alternative school students: Resilience as a mediator
We examined the relationships among school climate, resilience, and depressive symptoms of 153 students at disciplinary alternative schools in China, focusing on the mediating effect of resilience and its two components of individual power and supportive power in the association between
school climate and students' depressive symptoms. Participants completed the Perceived School Climate Inventory-Middle School, the Resilience Scale for Chinese Adolescents, and the Center for Epidemiologic Studies Depression Scale. Results indicated that the students' perception of school
climate and their depressive symptoms were significantly and negatively correlated, and resilience and depressive symptoms were also significantly and negatively correlated. In addition, resilience significantly mediated the effect of school climate on the students' depressive symptoms. Finally,
the effect of individual power in mediation of the relationship between school climate and depressive symptoms was greater than that of supportive power. The findings provide implications for school policy makers and mental health professionals by highlighting the need for promoting both a
positive school climate and students' resilience and its component of individual power.
Journal Article
School choice : a balanced approach
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Book
The Demand for Toronto District School Board's Africentric Alternative School: Exploring the Underlying Assumptions
In January 2008, the Toronto District School Board (TDSB) voted to establish an Africentric Alternative School (AAS). This paper examines the TDSB's decision to establish an AAS, particularly in light of the historical rejection of race-informed educational segregation by Black communities and their advocacy for inclusion in mainstream education. Utilizing a range of newspaper articles and scholarly works on the education of Black students in Toronto, I analyze the motivations and assumptions that underpin this decision by evaluating the arguments put forth by its supporters. Drawing insights from critical race theory and culturally relevant pedagogy, I argue that the establishment of the AAS is a response to the racism that Black students have faced in mainstream schools. I also found that the AAS represents a proactive initiative aimed at providing a culturally relevant education for Black students. This study offers valuable insights for future researchers to evaluate AAS practices through the lens of these arguments.
Journal Article
Alternative Schools
The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. This article provides a synthesis of information gathered through (a) a comprehensive review of legislation and policy on alternative schools/programs from 48 states and (b) a national survey about alternative schools and students served completed by key contacts at state departments of education. Information is organized and discussed with regard to state-level definitions of alternative schools, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, information about the provision of special education in these settings and the extent to which students with disabilities enroll is included.
Journal Article
Intersectional Care for Black Boys in an Alternative School
Intersectional Care for Black Boys in an Alternative School is an exploration of the possibilities that exist within educational spaces for Black male students when teachers care for these students while also acknowledging the intersectionality of Black male identity and the potential oppression and resilience that they experience as the result.
eBook
Market Signals: Evidence on the Determinants and Consequences of School Choice From a Citywide Lottery
We estimate school-choice preferences revealed by the rank-ordered lists submitted by more than 22,000 applicants to a citywide lottery for more than 200 traditional and charter public schools in Washington, D.C. The results confirm previously reported findings that commuting distance, schoo demographics, and academic indicators play important roles in school choice and that there is considerable heterogeneity of preferences. Higher and lower income choosers respond to academic quality measures, but respond to different indicators of quality. Simulations suggest segregation by race and income would be reduced and enrollment in high-performing schools increased if policymakers were to relax school capacity constraints in individual campuses. The simulations also suggest that removing the lowest performing schools as choice options couldfurther reduce segregation and increase enrollment in high-performing schools.
Journal Article
A Look Back: Taking stock of public school choice in Kappan
In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.
Journal Article
“I’d Say, Transfer Schools are Revolutionary”: Alternative Schools as Revolutionary Spaces Under Assault
This paper documents the hopes, desires and structural betrayals experienced by young people attending transfer schools in New York City. Transfer schools enroll more than 15,000 students each year who are disproportionately young people of color, poor and working-class youth, from immigrant families, and youth with disabilities. Most have fallen behind on academic benchmarks. Many have been systematically pushed out of school through zero tolerance policies, high stakes testing cultures, and a lack of culturally relevant approaches to curriculum and pedagogy. This paper explores survey responses from 842 transfer school students, collected as part of a broader participatory action research study. Our analysis reveals that many transfer school students persist in the face of multiple obstacles that disrupt their educational progress, including material insecurity, previously alienating school experiences, housing insecurity, violence and struggles with mental health. Moreover, we find that students experience the transfer schools in this study as relationally rich, caring, intellectually rigorous, and mutually accountable learning communities that help them overcome obstacles that previously held them back. Our analysis confirms transfer school students’ desires and persistence in the face of adversity and demonstrates the academic and socio-emotional commitments and impact of educators and counselors in transfer schools. Under current federal and state accountability frameworks, transfer schools are threatened by one-size-fits all metrics, punitive policies, and racialized austerity. As such, their importance and impact is consistently mismeasured and under-acknowledged. In this paper, we present evidence that these schools represent the radical rim of what is possible in public education, and we argue that we must support their efforts, honor their commitments, and establish a more equitable system for evaluating the essential work they do.
Journal Article