scholarly journals Founders and Financially Affiliated Directors on Charter School Boards and Their Impact on Financial Performance and Academic Achievement

2012 ◽  
Author(s):  
Elif Sisli Ciamarra ◽  
Charisse Atibagos Gulosino
Keyword(s):  
Academic Achievement ◽  
Financial Performance ◽  
Charter School ◽  
School Boards

scholarly journals Donors and Founders on Charter School Boards and Their Impact on Financial and Academic Outcomes

2019 ◽  
Vol 14 (3) ◽  
pp. 441-471
Author(s):  
Charisse A. Gulosino ◽  
Elif Şişli Ciamarra
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Financial Performance ◽  
Charter School ◽  
School Boards ◽  
Academic Outcomes ◽  
The Other ◽  
Governing Boards ◽  
Systematic Analysis ◽  
Financial Outcomes

This study provides the first systematic analysis of the composition of charter school governing boards. We assemble a dataset of charter school boards in Massachusetts from 2001 to 2013 and investigate the consequences of donor and founder representation on governing boards. We find that the presence of donors on the charter school boards is positively related to financial performance and attribute this result to the donors' strong monitoring incentives because of their financial stakes in the school. We also show that financial outcomes are not generated at the expense of academic outcomes, as the presence of donors on the boards is also associated with higher student achievement. Founder representation on charter school boards, on the other hand, is associated with lower financial performance but higher academic achievement.

scholarly journals “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities

2020 ◽  
Vol 22 (2) ◽  
pp. 30
Author(s):  
Erin Lee Dyke ◽  
Jinan El Sabbagh ◽  
Kevin Dyke
Keyword(s):  
Professional Development ◽  
High School ◽  
Academic Achievement ◽  
Teacher Education ◽  
Charter School ◽  
School Context ◽  
Cultural Knowledge ◽  
Cultural Assimilation ◽  
The South ◽  
Culturally Sustaining Pedagogy

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.

Community Schools

2020 ◽  
pp. 132-144
Author(s):  
Sarah Feroza Freeland
Keyword(s):  
Academic Achievement ◽  
Charter School ◽  
Community Schools ◽  
Community School ◽  
Student Academic Achievement ◽  
Community Members ◽  
Meaningful Engagement ◽  
School Model ◽  
Key Terms

This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

Charter school board members’ readiness to serve and implications for training

2019 ◽  
Vol 57 (2) ◽  
pp. 102-117 ◽  
Author(s):  
Marytza Gawlik ◽  
Ann Allen
Keyword(s):  
School District ◽  
School Board ◽  
Charter School ◽  
School Boards ◽  
Training And Development ◽  
Board Members ◽  
School Board Members ◽  
Content Type ◽  
Roles And Responsibilities ◽  
The Usa

Purpose Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent. Findings The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board. Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.

Bridging the Charter School Accountability Divide: Defining a Role for Nonprofit Charter School Boards

2017 ◽  
Vol 51 (5) ◽  
pp. 640-658
Author(s):  
Michael R. Ford ◽  
Douglas M. Ihrke
Keyword(s):  
Public Policy ◽  
Charter School ◽  
School Boards ◽  
School Accountability ◽  
Board Members ◽  
Policy Recommendations ◽  
School Board Members ◽  
Staff Performance ◽  
Board Performance ◽  
Governance Reforms

In this article, we use originally collected survey data to determine how nonprofit charter school board members in the states of Wisconsin, Michigan, and Minnesota define accountability. We find that charter board members generally define accountability downward toward student achievement and staff performance, inward toward board performance, or upward toward authorizer compliance. We use the results of the survey to make a series of public policy recommendations to help charter school boards look outward in their accountability orientation as a means of addressing the calls for increased public accountability for the charter school sector. The results add practical value to policy discussions regarding charter school accountability and theoretical value to scholars studying public and nonprofit governance reforms.

Helping the General Education Team Support Students Who Use AAC

2012 ◽  
Vol 21 (3) ◽  
pp. 82-91 ◽  
Author(s):  
Carole Zangari
Keyword(s):  
Academic Achievement ◽  
General Education ◽  
Communication Skills ◽  
Communication Systems ◽  
General Education Teachers ◽  
Practice Opportunities ◽  
Support Students ◽  
Successful Students

Abstract To be successful, students who use AAC and attend general education classes require extensive supports and frequent practice with their communication systems. In this article, I explore the challenges faced by educational teams and discuss strategies for helping general education teachers, paraprofessionals, and others provide the AAC learning and practice opportunities these students need to maximize their communication skills and academic achievement.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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