scholarly journals Examining charter school policy and public school district resource allocation in Ohio

2016 ◽  
Vol 24 ◽  
pp. 19 ◽  
Author(s):  
Matthew Allen Linick
Keyword(s):  
Resource Allocation ◽  
Public School ◽  
School District ◽  
School Districts ◽  
Charter School ◽  
School Policy ◽  
Competitive Pressure ◽  
Public School District ◽  
Instructional Resource ◽  
Charter School Policy

This project focuses on the competitive pressure, or the threat of competitive pressure, generated by charter school policy. This paper uses longitudinal district-level data and multiple quasi-experimental designs to examine the relationship between two Ohio charter school policies and changes in public school district instructional resource allocation. Some believe that the competitive pressure created by charter schools will improve efficiency in district-run public schools; however, the findings from this study do not reliably demonstrate that charter school policy will induce a public school district to increase the level of instructional resource allocation. The findings do provide evidence that some charter policies are linked to changes in resource allocation at certain school districts. This study suggests that additional, multiple method investigations are needed to study how public school districts respond to competition and policies designed to change the levels of competition in the public school system.   

The Fragmentation of Metropolitan Public School Districts and the Segregation of American Schools: A Longitudinal Analysis

2014 ◽  
Vol 116 (12) ◽  
pp. 1-30 ◽  
Author(s):  
Meredith P. Richards ◽  
Kori J. Stroub
Keyword(s):  
Public School ◽  
School District ◽  
School Districts ◽  
Metropolitan Area ◽  
Rapid Growth ◽  
Metropolitan Areas ◽  
Public School Districts ◽  
Ethnic Segregation ◽  
Public School District ◽  
Racial Ethnic

Context Scholars have increasingly raised concerns about the “fragmentation” or proliferation of metropolitan public school districts, citing the potential for fragmentation to facilitate racial/ethnic segregation by permitting individuals to sort more efficiently across district boundaries. In addition, scholars have expressed particular concern about the rapid growth of charter districts and their potential to exacerbate segregation. Purpose of Study In this study, we provide initial evidence on the effect of public school district fragmentation on the trajectory of racial/ethnic segregation in metropolitan areas, attending to the differential effects of regular school district fragmentation as well as charter district fragmentation. Research Design Using NCES Common Core data for the 2002–2010 school years, we computed measures of regular public school district fragmentation and charter district fragmentation as well as nine measures of racial/ethnic segregation for all 366 U.S. metropolitan areas (3 geographic x 3 racial/ethnic decompositions). We then estimated a series of multilevel longitudinal models predicting change in each measure of segregation as a function of regular and charter school district fragmentation. Results We found that school district fragmentation is unrelated to the overall level of segregation in a metropolitan area. More fragmented metropolitan areas have higher levels of segregation across districts than less fragmented metropolitan areas; however, they have lower levels of segregation within districts and equivalent levels of total metropolitan segregation. Likewise, school district fragmentation was not associated with worsening segregation over time or with attenuation of the secular trend toward declining segregation. More fragmented metropolitan areas had smaller declines in between-district segregation over the study period than less fragmented metropolitan areas; however, they had equivalent declines in within-district and total metropolitan segregation. In addition, charter district fragmentation was unrelated to the level or trajectory of school segregation in a metropolitan area. Conclusions Our results provide a somewhat more sanguine assessment of school district fragmentation than previous research. We found that the fragmentation of regular public school districts serves to shift the geographic scale of segregation from within districts to between districts; however, fragmentation does not exacerbate metropolitan racial/ethnic segregation. In addition, despite the rapid growth of charter districts, we find no evidence that charter district fragmentation has worsened overall metropolitan racial/ethnic segregation. Moreover, metropolitan areas are not experiencing the “fragmentation” of their traditional public school districts; rather, traditional school districts are consolidating despite increasing enrollment.

scholarly journals Explanatory Factors for the Uneven Implementation of Charter School Policy

2012 ◽  
Vol 27 (1) ◽  
pp. 153-172
Author(s):  
Lee Jeongho [John] ◽  
Jeong Jin Woo
Keyword(s):  
School Districts ◽  
Charter Schools ◽  
Charter School ◽  
Ordinary Least Squares ◽  
School Policy ◽  
Least Squares Regression ◽  
Colorado School ◽  
Explanatory Factors ◽  
The Social ◽  
Charter School Policy

Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.

scholarly journals Local Charter School Policy Implementation: Do Policy Networks Matter?

2015 ◽  
Vol 30 (1) ◽  
pp. 185-206
Author(s):  
Lee Jeongho [John] ◽  
Choi Young Hoon
Keyword(s):  
School Districts ◽  
Charter School ◽  
Research Question ◽  
The United States ◽  
School Policy ◽  
School Law ◽  
Policy Network ◽  
School Services ◽  
Charter School Policy ◽  
Charter School Law

This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.

Understanding Navajo K–12 Public School Finance in Arizona through Tribal Critical Theory

2019 ◽  
Vol 121 (5) ◽  
pp. 1-34
Author(s):  
David G. Martinez ◽  
Oscar Jiménez-Castellanos ◽  
Victor H. Begay
Keyword(s):  
Public School ◽  
School District ◽  
School Districts ◽  
Empirical Research ◽  
School Finance ◽  
Public School Districts ◽  
Public School District ◽  
Navajo Nation ◽  
Fiscal Revenue ◽  
K 12

Background/Context Currently, Native American education policy reports and empirical research papers have largely focused on sociocultural challenges to Native sovereignty and the policy that impedes Native sovereign states. This paper deviates from that theme by implicating policy as preventing improvement of educational outcomes by proxy of the fiscal revenue available to reservation schools, focusing specifically on the Navajo Nation. To date, this is the first empirically driven, Native-specific school finance study that attempts to compare how Anglo and Native schools are funded and how the quality and dispersion of this funding affects Native education and outcomes. Purpose/Objective/Research Question/Focus of Study This study reports on a longitudinal descriptive analysis of school fiscal revenue (2006–2012), comparing Navajo K–12 school districts against Arizona public school districts. This empirical research paper attempts to answer the following questions: How did Navajo K–12 public school district demographics compare to those of Arizona public school districts from 2006 to 2012? How did Navajo K–12 public school districts perform academically compared to Arizona public school districts from 2006 to 2012? How did Navajo public school district tax rates and assessed property valuation compare to those of Arizona public school districts from 2006 to 2012? How did Navajo public school district revenues compare to those of Arizona public school districts from 2006 to 2012? Research Design This research study is a univariate statistical analysis (i.e., mean, median, standard deviation, range, and percentile) examining general descriptions of individual fiscal revenue variables for schooling. Data Collection and Analysis The data comprised publicly available Arizona Department of Education Excel files (Excel v14.0) merged into one consolidated dataset imported to SPSSv22.0. Our analysis began by selecting Navajo public school districts from our dataset and then comparing them to Arizona public districts (excluding Navajo and nontraditional LEA districts) from 2006 to 2012. Findings/Results This study has two conclusions: (a) There is a clear and growing achievement gap between Navajo and Arizona districts; and (b) Our results seem to suggest that Arizona's equalization formula is not effectively counterbalancing the impact of local property wealth, as shown by the disparities in combined state and local revenue between Navajo K–12 school districts and Arizona districts. Conclusions/Recommendations The findings in this study indicate that Arizona must address policy and practice in order to remedy the educational disparity between Navajo students and their non-Navajo peers. Navajo Nation schools require agency to designate priorities and state funding to meet these priorities.

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