scholarly journals School Choice During a Period of Radical School Reform: Evidence from the Academy Programme

2017 ◽  
Author(s):  
Marco Bertoni ◽  
Stephen Gibbons ◽  
Olmo Silva
Keyword(s):  
School Choice ◽  
School Reform ◽  
Radical School

Online Learning in the School Reform Movement

2011 ◽  
pp. 1375-1381
Author(s):  
David B. Glick
Keyword(s):  
Online Learning ◽  
School Choice ◽  
School Reform ◽  
Reform Movement

Since the early 1980s a school reform movement has been underway that has led to new standards, new choices for students, and new forms of accountability. In the last few years, online learning has become a significant factor in this school reform and school choice landscape, and its influence is expected to continue to grow (Edwards, Chronister & Bushweller, 2002).

School Reform and School Choice

2021 ◽  
pp. 120-147
Author(s):  
Adrienne D. Dixson ◽  
Camika Royal ◽  
Kevin Lawrence Henry
Keyword(s):  
School Choice ◽  
School Reform

School Reform and School Choice

2015 ◽  
Author(s):  
Adrienne D. Dixson ◽  
Camika Royal ◽  
Kevin Lawrence Jr. Henry
Keyword(s):  
School Choice ◽  
School Reform

Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice

2018 ◽  
Vol 33 (7) ◽  
pp. 1135-1170 ◽  
Author(s):  
Scott Ellison ◽  
Ariel M. Aloe
Keyword(s):  
Public Schools ◽  
School Choice ◽  
School Reform ◽  
Urban Communities ◽  
Lived Experiences ◽  
Urban School ◽  
Political Empowerment ◽  
New Politics ◽  
Urban School Reform ◽  
Parental Decision Making

The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.

Assessing the literature on school reform from an entrepreneurship perspective

2016 ◽  
Vol 5 (3) ◽  
pp. 383-403 ◽  
Author(s):  
John Garen
Keyword(s):  
School Choice ◽  
School Reform ◽  
Local Knowledge ◽  
Best Practice ◽  
Incentive Pay ◽  
Public School Teachers ◽  
Teacher Incentives ◽  
Policy Makers ◽  
Content Type ◽  
Alternative Approach

Purpose Enabling and incentivizing organizations to act based on their local knowledge is an important aspect of entrepreneurship. The significance of local knowledge in the context of schools is well recognized, but very little research has been done to investigate how to provide discretion and incentives to schools to use this knowledge. The purpose of this paper is to build a model to guide this understanding for policy makers who may wish to foster entrepreneurship for schools and also use it to critique the literature and provide an alternative approach. Design/methodology/approach The paper applies fundamentals of principal-agent theory to the ownership and governance of schools, the use of teacher incentive pay, and school reform efforts. Focus is on use of teacher incentives and on school choice initiatives. Findings The author found that many public school teachers will have attenuated incentives, but mandates to increase test score rewards may be counterproductive. Institutional reform via school choice seems more promising. The author identifies several institutional features that are expected to induce more entrepreneurial and productive activity by schools. The author discusses and critiques school reform efforts in this regard, including Tiebout competition, charter schools, voucher programs, and use of “best practice.” Originality/value Reform efforts often lack in addressing critical aspects of institutional empowerment and incentives, and research in this regard also is mostly absent. The author contends, however, that dealing and addressing such issues is a key to effective reform.

scholarly journals Arizona Education Tax Credit and Hidden Considerations of Justice

2000 ◽  
Vol 8 ◽  
pp. 37 ◽  
Author(s):  
Michele S. Moses
Keyword(s):  
School Choice ◽  
School Reform ◽  
Educational Reform ◽  
Tax Credits ◽  
Current Debate ◽  
Tax Credit ◽  
Crucial Issue ◽  
Liberal Democratic ◽  
Recent Movement ◽  
Credit Law

The current debate over market-based ideas for educational reform is examined, focusing specifically on the recent movement toward education tax credits. Viewing the Arizona education tax credit law as a voucher plan in sheep's clothing, I argue that the concept of justice underlying the law is a crucial issue largely missing from the school choice debate. I question the libertarian conception of justice assumed by voucher and tax credit advocates, and argue instead that a contemporary liberal democratic conception of justice ought to undergird attempts at school reform. A call for educators and policymakers to concentrate energies on efforts to help needy students rather than on efforts to channel tax dollars toward self- interested ends concludes the article.

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