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How Schools Meet Students' Needs
Meeting students' basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students' academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students' Needs explores the factors that both enable and constrain teachers in their efforts to meet students' needs and the consequences of how schools organize this work on teachers' labor and students' learning.
eBook
Heretical Discourses in Post-Katrina Charter School Applications
Using New Orleans as a site of analysis, this article provides a critical race theory reading of a little studied policy mechanism, the charter school application and authorization process. Embedded and competing narratives within charter school applications are analyzed. The authorization process is the central gatekeeping mechanism in the reproduction of charter schools. The authorization process determines who gets to govern schools, including the freedom to set curriculum, discipline policies, personnel, utilization of funds, and their relationship to and role in the communities in which they are located. This article unpacks the community based and \"no excuses\" discourses within charter applications. It finds patterns of confluence between those narratives and the applicants' racial and educational identities, suggesting that the authorization process worked as a site for the repro duction of racialized neoliberal dominance in post-Katrina New Orleans, disenfranchising local teachers and communities.
Journal Article
Charter movement controversy: an American public charter school case study
Controversy is intensifying with the rapid spread of charter schools and their domination of the education reform agenda. As charter enrolment increases in the USA, inequities in education worsen. This article contributes to the debate on contemporary education policy by critically examining charter issues from the US literature and stakeholder data. We add insights to research on charter controversy from public discourse and stakeholder groups. Our narrative animates pros and cons in the charter debate through stakeholders' eyes, in effect contributing voices from the field. A case study of a public charter school in Virginia provides a revealing prism for understanding charter schools. Content analysis was performed on data from nine interviews held during the pandemic with founding members (parents, etc.). As found, the charter narrative of success and struggle around public perception, racial equity, segregation, funding, approval, effectiveness, and accreditation was a schoolstory. Charter policy effects on social groups - parents, teachers, community members, and leaders - in their association with the charter's evolution were identifiable. The conflicting views resonate with polarising tensions nationwide. Regarding international implications of the analysis, the move to privatise and reform public education through independent schools with autonomy continues to impact European countries.
Journal Article
Do Public School Choice Policies Segregate Schools? Dynamic Effects in Michigan
Interdistrict choice has the potential to exacerbate or alleviate between-district segregation—an increasingly pervasive form of U.S. school segregation—by allowing students to attend schools in districts where they do not reside. Prior research concentrates on the effects of charter schooling on segregation within districts and counties. We used longitudinal enrollment and demographic data from Michigan to examine the impacts of both interdistrict and charter school choice on racial and economic segregation within and between districts in a single setting. We estimated these effects by leveraging between-grade differences in choice use within school systems and years. We confirmed findings from previous research that increases in charter school enrollment increase within-district racial and economic segregation. We also found that the effects of interdistrict choice on both within- and between-district segregation vary with the presence of charter schools.
Journal Article