scholarly journals How do marginalized families engage school choice in inequitable urban landscapes? A critical geographic approach

2017 ◽  
Vol 25 ◽  
pp. 42 ◽  
Author(s):  
Ee-Seul Yoon ◽  
Christopher Lubienski
Keyword(s):  
School Choice ◽  
Low Income ◽  
Urban Families ◽  
Space And Place ◽  
Urban Landscapes ◽  
Critical Geography ◽  
Mobility Patterns ◽  
Income Disparities ◽  
K 12 ◽  
Racialized Minority

This paper examines the K-12 school choice practices and patterns of marginalized urban families whose relative living conditions have worsened in recent decades with growing income disparities. In particular, the paper draws from critical geography and the sociology of education to examine the significance of habitus, capital, field as well as site as space and place in understanding the choices made by low-income and racialized minority families. We apply an innovative mixed-methods critical geographic approach to better understand marginalized urban families’ phenomenology of school choice, while also analyzing their school choice mobility patterns through a geo-spatial analysis in Vancouver, one of the most rapidly diversifying and polarizing cities in the world.  

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

2018 ◽  
Vol 88 (5) ◽  
pp. 752-794 ◽  
Author(s):  
Richard O. Welsh ◽  
Shafiqua Little
Keyword(s):  
Socioeconomic Status ◽  
Minority Students ◽  
Low Income ◽  
School Discipline ◽  
Educational Equity ◽  
Comprehensive Review ◽  
Income Disparities ◽  
Discipline Policies ◽  
Alternative Approaches ◽  
K 12

In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

Tennessee Education Savings Account: Tipping the Scales From Equity to Choice

2020 ◽  
Vol 2 ◽  
pp. 98-110
Author(s):  
Erin Curtin
Keyword(s):  
School District ◽  
School Choice ◽  
State Level ◽  
Poverty Line ◽  
Comprehensive Education ◽  
Policy Window ◽  
Federal Poverty Line ◽  
Scholarship Program ◽  
Shelby County ◽  
K 12

This article provides an analysis of Tennessee’s newly signed Education Savings Account policy, a school choice initiative. The policy provides vouchers, in the form of a debit card, to students in grades K-12 who are at or below 200% of the federal poverty line and are zoned to attend a Nashville, Shelby County, or Achievement School District school. Using the Policy Window Framework the author uncovers that the policy was created in a federal and state-level political convergence, which attempted to place equity at the forefront of the issue. However, using Levin's Comprehensive Education Privatization Framework, we can see that neoliberal ideals of choice and efficiency conquer equity in the finalized policy. The author predicts the outcomes of this new policy using this framework in tandem with 3 case studies: Louisiana Scholarship Program, DC Opportunity Scholarship Program, and Tennessee’s Individualized Education Accounts.

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

scholarly journals Identifying Meaningful Indicators of Parent Engagement in Early Learning for Low-Income, Urban Families

2020 ◽  
pp. 004208592096861
Author(s):  
Amie F. Bettencourt ◽  
Deborah Gross ◽  
Kelly Bower ◽  
Lucine Francis ◽  
Kathryn Taylor ◽  
...  
Keyword(s):  
Academic Success ◽  
School Districts ◽  
Low Income ◽  
Parent Engagement ◽  
Panel Discussion ◽  
Urban Families ◽  
Early Learning ◽  
Urban School Districts ◽  
School Based ◽  
Home Based

The purpose of this study was to identify indicators of parent engagement in early learning that would be relevant for children’s academic success; equitable for all families regardless of social, educational, or economic backgrounds; and actionable for urban school districts seeking to promote parent engagement with limited resources. Using a Delphi technique, a panel of parents, school staff, and researchers rated 106 parent engagement indicators extracted from stakeholder interviews. After multiple Delphi rounds and panel discussion, 30 indicators were retained. Retained indicators focused on home-based activities and home-school relationships/communication; no school-based activities met criteria for relevance, feasibility, and actionability.

Remote Learning Experience for Children With Developmental Disabilities During COVID-19 Pandemic in an Ethnically Diverse Community

2021 ◽  
pp. 088307382110402
Author(s):  
Maria Valicenti-McDermott ◽  
Molly O’Neil ◽  
Amy Morales-Lara ◽  
Rosa Seijo ◽  
Tammy Fried ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Low Income ◽  
Learning Experience ◽  
The United States ◽  
Structured Interview ◽  
Learning System ◽  
Therapeutic Services ◽  
K 12 ◽  
Children With Developmental Disabilities ◽  
Remote Learning

Owing to the COVID-19 pandemic, K-12 education in New York City quickly transitioned to remote learning. We performed a structured interview with 50 consecutive families of children with developmental disabilities about their experience with remote learning 2 months after COVID-19 lockdown. We observed that setting up the remote learning system was challenging for families who were born outside of the United States, spoke limited English, or had a lower level of education. Though some special education supports were in place, remote learning for children with developmental disabilities led to gaps in their therapeutic services. Children with more severe developmental disabilities joined less than 2 hours of remote learning per day and had a decrease in their therapeutic services. Most children (80%) relied on their parents for education. Additionally, for low-income communities, with families who spoke languages other than English, remote learning revealed a new barrier to access: technology.

scholarly journals Contextualizing technology in the classroom via remote access: Using space exploration themes and scanning electron microscopy as tools to promote engagement in multidisciplinary geology/chemistry experiments

2018 ◽  
Vol 8 (1) ◽  
pp. 86 ◽  
Author(s):  
Brandon Rodriguez ◽  
Veronica Jaramillo ◽  
Vanessa Wolf ◽  
Esteban Bautista ◽  
Jennifer Portillo ◽  
...  
Keyword(s):  
Electron Microscopy ◽  
Low Income ◽  
Space Exploration ◽  
Remote Access ◽  
Scientific Practices ◽  
Technology In The Classroom ◽  
Minority Communities ◽  
Hands On ◽  
K 12 ◽  
Scanning Electron

A multidisciplinary science experiment was performed in K-12 classrooms focusing on the interconnection of technology with geology and chemistry. The engagement and passion for science of over eight hundred students across twenty-one classrooms, utilizing a combination of hands-on activities to study the relationships between Earth and space rock studies, followed by a remote access session wherein students remotely employed the use of a scanning electron microscope (SEM) and energy-dispersive spectroscopy (EDS) to validate their findings was investigated. Participants were from predominantly low-income minority communities, with little exposure to the themes and equipment used, despite being freely available resources.  Students indicated greatly increased interest in scientific practices and careers, as well as a better grasp of the content as a result of the lab and remote access coupling format.  

scholarly journals An evaluation of the self-help housing scheme in Botswana, case of Gaborone city

Spatium ◽  
2007 ◽  
pp. 28-36 ◽  
Author(s):  
Horatio Ikgopoleng ◽  
Branko Cavric
Keyword(s):  
Low Income ◽  
Urban Areas ◽  
Urban Families ◽  
Evaluation Study ◽  
Urban Housing ◽  
Urban Centers ◽  
Self Help ◽  
Housing Scheme ◽  
The Government ◽  
The Impact

Botswana like other developing countries faces a problem of acute shortage of housing, particularly for low-income urban families. The current housing problems are the outcomes of the economic, demographic and social changes which the country has experienced since independence in 1966. In particular the urbanization process which surfaced in the early 1980?s. The government has sought to cope with the problem of low-income urban housing by establishing a Self-Help Housing (SHHA) program in the main urban centers. The evaluation findings reveal that, on the whole, the impact of the SHHA approach on the improvement of low-income urban housing has been unsuccessful. The major problems of the scheme are lack of serviced land and inadequate finances for plot development. This has been exacerbated by the high urban development standards which are out of the reach of low-income urban families. The evaluation study also reveals that, there are some indications of non low-income urban households living in SHHA areas. The available evidence reveals that the number of those people in SHHA areas is not as big as has been speculated by most people in the country. However this paper calls for more investigation in this issue and a need for more tight measures to control this illicit practice. The major conclusions are that housing policies in Botswana are not supportive of the general housing conditions in low-income urban areas. Therefore there is a need for urban planners and policy makers of Botswana to take more positive action towards the improvement of low-income urban areas. This would require pragmatic policies geared towards the improvement of those areas. .

scholarly journals “All the moments in our lives occupy the same space”: Tracing the Space of Memory in Tim Wright’s In Search of Oldton

2014 ◽  
pp. 10
Author(s):  
Samira Nadkarni
Keyword(s):  
Social Interactions ◽  
Space And Place ◽  
Urban Landscapes ◽  
Fragmented Landscape ◽  
Production Of Space ◽  
Cultural Understanding ◽  
With Memory ◽  
Constructive Play

Tim Wright‘s 2004 creative memory project, In Search of Oldton, is concerned with a need to reconcile a personal and collective cultural understanding of a recent predigital past with the present. Its complicated and fragmented landscape is produced by the remediation of repurposed pre-digital artefacts, and traversal of its space engages with the manner in which technology is increasingly mediating interaction between the urban landscapes and their inhabitants. This paper seeks to examine the manner in which Oldton‘s ludic-constructive play with memory engages with the psychogeographic understanding of the production of space and place through the user‘s interaction with the work, and its consequent commentary on the expansion of social interactions within a contemporary social apparatus so as to include the technology that makes these interactions possible.

Ungleichheit, Sozialstaat und demokratische Repräsentation: Marktkorrigierende Politik durch den Medianwähler?

2017 ◽  
Vol 63 (4) ◽  
pp. 483-515 ◽  
Author(s):  
Ursula Dallinger
Keyword(s):  
Social Policy ◽  
Low Income ◽  
Median Voter ◽  
Policy Research ◽  
Electoral System ◽  
The Political ◽  
Welfare Programs ◽  
Political Factors ◽  
Income Disparities ◽  
Government Responsiveness

AbstractPolitical economy of redistribution and comparative social policy research view the median voter as the political force, which demands marketregulating social policy in periods of increased income disparities and to which governments – to be re-elected – must respond. However, government responsiveness has been questioned, especially the responsiveness for political demands of low-income households. Are even the preferences of the median voter only selectively addressed through politics? If the median voter is actually influential, its redistributive preferences should explain the outcome of government action, e.g. size of redistribution. Is this true? Based on a pooled dataset with observations between 1980 and 2012 for 13 OECD-countries it is shown that the political position of the median voter alone has no impact. Rather mediating political factors like a proportional electoral system and left parties with wider welfare programs provide for broader representation and more redistribution.

Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana

2021 ◽  
Vol 16 (1) ◽  
pp. 66-91 ◽  
Author(s):  
Anna J. Egalite ◽  
Jonathan N. Mills
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Low Income ◽  
Private School ◽  
Fixed Effects ◽  
Policy Implications ◽  
First Year ◽  
Competitive Effects ◽  
Scholarship Program ◽  
Sudden Injection

Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.

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