Dissenting Statement of Commissioner Gail Heriot in the U.S. Commission on Civil Rightss Report on Public Education Inequity in an Era of Increasing Concentration of Poverty and Resegregation

2018 ◽  
Author(s):  
Gail L. Heriot
Keyword(s):  
Public Education ◽  
Concentration Of Poverty ◽  
The U.S

scholarly journals The Charter School Law in Massachusetts: Analysis, Commentary, Wish

2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin
Keyword(s):  
Public Education ◽  
Charter School ◽  
School Law ◽  
Political Agenda ◽  
Liberal Democratic ◽  
Testing Ground ◽  
K 12 ◽  
Charter School Law ◽  
The U.S

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.

scholarly journals The discursive construction of superintendent statesmanship on Twitter

2017 ◽  
Vol 25 ◽  
pp. 29 ◽  
Author(s):  
Todd M. Hurst
Keyword(s):  
Public Education ◽  
Political Discourse ◽  
The Political ◽  
Discursive Construction ◽  
Unique Role ◽  
Public Education System ◽  
Modern School ◽  
School Superintendent ◽  
Established Role ◽  
The U.S

The modern school superintendent fulfills a unique role in the U.S. public education system. He or she is structurally empowered as the de facto head of the local educational system, thereby granted with a certain amount of trust and authority regarding educational issues. At the same time, the superintendent is, in most cases, an employee of a politically appointed school board. While norms have traditionally encouraged superintendents to use caution with respect to political discourse (Boyd, 1974), social media has created a new platform upon which they can reach a broad range of stakeholders regarding many issues, including politics. This study seeks to better understand the emerging practice of political discourse by superintendents on Twitter. Employing discursive psychology principles (Potter & Wetherell, 1992), I will analyze the political tweets of superintendents and position current practices in relation to established role conceptualizations of the position. Findings include that superintendents utilize Twitter as a tool to establish their positions as political insiders and as advocates for students.

scholarly journals Green Construction: Contractor Motivation and Trends in Austin, Texas

2006 ◽  
Vol 1 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Audrey Tinker ◽  
Urs Kreuter ◽  
Richard Burt ◽  
Sherry Bame
Keyword(s):  
Public Education ◽  
Low Cost ◽  
Residential Construction ◽  
Sustainable Communities ◽  
The Past ◽  
Construction Contractor ◽  
Study Population ◽  
The U.S ◽  
Over Time

The purpose of this paper is to describe and assess one of the first comprehensive residential green-builder programs in the U.S. It compares trends of items used in residential construction during the past five years and reports why participating builders chose to incorporate specific items and their level of commitment to the program. This description provides a baseline of strategies to investigate the effect of this program in developing sustainable communities. The builder study population was derived from a database of registered “green” residences built during 1998-2002 in greater Austin, Texas (2,335 homes and 73 listed builders). Almost half the builders constructed just one “green” home, whereas two builders built almost 75% of the green homes during the 5-year study period. Less than 1% of the homes received a perfect 5-star rating, whereas 87% were rated 1 or 2 stars. The frequency of implementing the 122 green features were compared over time and analyzed for correlation with cost and their associated star-value. Cost was the primary factor determining item use frequency. Participating builders generally concurred that the program was successful and beneficial to homeowners but that the additional work required for participation provided little financial reward for builders. While much can be done with low-cost interventions to reduce the negative environmental impacts of residential construction, builder participation may be enhanced by promotion of some of the higher cost features. In addition, public education about the long-term benefits of green homes is needed to increase homeowner participation, and encourage builders to incorporate more environmentally friendly features in the homes they construct.

Citizen Concerns and Public Awareness: Metrication Examples

1996 ◽  
Vol 1552 (1) ◽  
pp. 97-102
Author(s):  
Daniel S. Turner ◽  
Jay K. Lindly ◽  
Rodney N. Chester
Keyword(s):  
United States ◽  
Great Britain ◽  
Public Education ◽  
Public Relations ◽  
Education Program ◽  
Public Awareness ◽  
The United States ◽  
Conversion Experience ◽  
Rule Making ◽  
The U.S

The United States is in the process of implementing the metric system. U.S. highway agencies are among the leaders in this effort. One troublesome aspect of being in the lead is that there appears to be no coordinated national public relations program to set the stage for the conversion. Several metric conversion experiences, those in Canada, Australia, and Great Britain, an Ohio research project, and the recent FHWA rule making for sign conversion, are reviewed to determine public awareness and citizen concerns. The conclusions drawn from those studies reinforce the need for an overall, well-coordinated, strong national public education program. Examples illustrate that success is possible (Canada and Australia) with such a program, but without it metrication can grind to an incomplete halt (Great Britain). Currently, the U.S. experience seems to most closely resemble the British metric conversion experience.

“No Task for the Amateur or Hothead”

2015 ◽  
Author(s):  
Robert Mickey
Keyword(s):  
Public Education ◽  
Black Education ◽  
The State ◽  
Board Of Education ◽  
Negative Consequences ◽  
University Of Mississippi ◽  
The University ◽  
Party State ◽  
Weak Party ◽  
The U.S

This chapter examines the U.S. Supreme Court's ruling in Brown v. Board of Education, which struck down state-mandated segregation in public education, and its implications for southern authoritarian enclaves. With the Brown shock, Mississippi's rulers faced their first major black insurgency in decades. A standoff between the state's governors and the White Citizens' Council (WCC) forces led to a stalemate over the development of an effective coercive apparatus, with negative consequences for managing the desegregation crisis at the University of Mississippi. The chapter first considers the state of black education prior to Brown before discussing the crisis, triggered by the university's refusal to admit James Meredith—who was black— and Mississippi's resistance to the decision. It shows how a combination of intraelite dissensus and weak party–state capacities help explain the enclave's navigation of the desegregation crisis at the University of Mississippi.

A Brief History of Public Education and Its Impact on Marginalized Populations

2021 ◽  
pp. 55-63
Author(s):  
Timmesha A. Butler ◽  
Shelbie Dixon-Brown ◽  
Rena′ Glass-Dixon ◽  
Jennifer McLaurin
Keyword(s):  
Public School ◽  
Public Education ◽  
School System ◽  
School Social Workers ◽  
Evidence Based ◽  
Marginalized Populations ◽  
New School ◽  
The Public ◽  
History Of ◽  
The U.S

The purpose of this chapter is to provide new school social workers with an understanding of the inequality that is rooted in public education and how it relates to their professional practices. An overview of the history of the U.S. public school system and the history of school social work is provided, focusing on the public school system’s role in the academic achievement gaps that continue to exist between marginalized populations and their peers. The school social worker’s roles as advocate and connector, facilitator, and clinician are outlined. Maslow’s hierarchy of needs, Bronfenbrenner’s ecological systems theory, and strengths-based practice theories are discussed. Evidence-based strategies and resources that can be used to address the needs of marginalized populations are explained.

Endrew F. v. Douglas County School District (2017): The U.S. Supreme Court and Special Education

2017 ◽  
Vol 53 (5) ◽  
pp. 321-324 ◽  
Author(s):  
Angela M. T. Prince ◽  
Mitchell L. Yell ◽  
Antonis Katsiyannis
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Public Education ◽  
School District ◽  
Supreme Court ◽  
Students With Disabilities ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act ◽  
The U.S

On March 22, 2017, the U.S. Supreme Court announced its decision in Endrew F. v. Douglas County School District. This case addressed the question how much educational benefit are public schools required to provide to students with disabilities under the Individuals With Disabilities Education Act (IDEA) to confer a free appropriate public education (FAPE). The purpose of this legal update is to provide a brief overview of court developments regarding FAPE, summarize Endrew, and provide implications for practice.

The Tenth Annual Report to Congress: One More Ride on the Merry-Go-Round?

1989 ◽  
Vol 56 (1) ◽  
pp. 10-13 ◽  
Author(s):  
David Greenburg
Keyword(s):  
Public Education ◽  
School Districts ◽  
Service Delivery ◽  
Annual Report ◽  
Public Law ◽  
Education Programs ◽  
Local School ◽  
Lack Of Information ◽  
Public Education Policy ◽  
The U.S

The U.S. Department of Education's Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act contains improvements, but most infirmities of previous reports on progress toward meeting the goals of Public Law 94–142. Major criticisms include (a) continued overdependence on reporting numbers of students without descriptions of evolutions in service delivery, and (b) a lack of information about service delivery which includes the perspective of practitioners in local school districts where the service delivery occurs. The report further prompts even more questions about the Office of Special Education Programs (OSEP) monitoring findings and reinforces the need for improved communication between local practitioners and those who form national public education policy.

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