By Amy Stuart Wells
During this provocative quantity, Amy Stuart Wells and her co-authors offer proof that the laissez-faire rules of constitution tuition reform usually exacerbate present inequalities in our schools.Providing the main accomplished, serious evaluate of constitution faculties so far, this well timed quantity is predicated at the authors’ in-depth research of 10 city, suburban, and rural institution districts and 17 various constitution colleges in California, plus their research of alternative constitution institution reviews from round the state. concentrating on crucial issues—accountability and equity—they discover how constitution college rules impact the lives of youngsters, educators, and fogeys in various social, financial, and political contexts. The authors finish that even though the standard and reviews of constitution colleges is very diversified throughout assorted contexts, the legislation that permit those faculties to exist fail to guarantee significant responsibility. in the meantime, those regulations raise inequality and stratification via pushing the tutorial approach towards privatization when it comes to finance and admissions whereas failing to focus on much-needed assets towards low-income groups. This dynamic ebook may help educators and policymakers enhance a destiny coverage time table for constitution university reform that would be extra attentive to the desires of all teenagers.
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Extra resources for Where Charter School Policy Fails: The Problems of Accountability and Equity (Sociology of Education, 12)
2000). One market under God: Extreme capitalism, market populism, and the end of economic democracy. New York: Doubleday. Fraser, N. (1997). Justice interruptus. New York: Routledge. Friedman, M. (1962). Capitalism and freedom. Chicago: University of Chicago Press. Fuller, B. (2000). The public square, big or small? Charter schools in political context. In B. ), Inside charter schools (pp. 12–65). Cambridge, MA: Harvard University Press. , Ball, S. , & Bowe, R. (1995). Markets, choice and equity in education.
One school in particular had received a lot of favorable news coverage, and one district official noted that the principal used her connections to the media to get what she wanted from the district. ” Relating the popularity of a school to issues of accountability, some noted that it would be more detrimental politically for a district to revoke the charter of a popular school than it would be for the board of education to allow a charter school to continue despite the lack of strong evidence that student achievement—as measured by standardized tests—was improving.
In our study, we learned that as charter school reform interacted with different school districts and their local constituencies, different understandings of what was possible in terms of holding charter schools accountable emerged. Both Hargreaves (1985) and Mehan (1992) argue that educational policy has to be negotiated and implemented through interaction. These interactions and the resulting interpretations are related to Simola’s “institutional, historical, and cultural frames of schooling”—that is, how these different actors make meaning of what it is that charter schools and districts are supposed to do.
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