Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2233321
Lifei Huang, Jamison White
ABSTRACT This paper expands on previous work on charter school typology and presents disparities in standardized test outcomes across models by using standardized Z-Scores weighted by NAEP performance. Analyses indicate that in ELA, Classical schools have the highest relative performance, followed by Montessori and Art schools. In math, Classical schools once again have the highest relative performance, followed by Montessori and STEM schools. For reasons discussed in the paper it is premature to posit causality, so the results should instead be viewed as descriptive. We suggest a more pluralistic testing framework may be appropriate when evaluating the performance of specialized schools.
{"title":"Exploring Charter School Innovation: A Comparison of Popular Charter School Models","authors":"Lifei Huang, Jamison White","doi":"10.1080/15582159.2023.2233321","DOIUrl":"https://doi.org/10.1080/15582159.2023.2233321","url":null,"abstract":"ABSTRACT This paper expands on previous work on charter school typology and presents disparities in standardized test outcomes across models by using standardized Z-Scores weighted by NAEP performance. Analyses indicate that in ELA, Classical schools have the highest relative performance, followed by Montessori and Art schools. In math, Classical schools once again have the highest relative performance, followed by Montessori and STEM schools. For reasons discussed in the paper it is premature to posit causality, so the results should instead be viewed as descriptive. We suggest a more pluralistic testing framework may be appropriate when evaluating the performance of specialized schools.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"387 - 403"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42528696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2230819
Martha Bradley Dorsey, Ian Kingsbury
{"title":"Accountable to Whom and for What? Charter Regulation in the Era of ESSA","authors":"Martha Bradley Dorsey, Ian Kingsbury","doi":"10.1080/15582159.2023.2230819","DOIUrl":"https://doi.org/10.1080/15582159.2023.2230819","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45346147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.1080/15582159.2023.2235849
A. Salter
{"title":"Review of The Economics of Equity in K-12 Education: Connecting Financial Investments with Effective Programming","authors":"A. Salter","doi":"10.1080/15582159.2023.2235849","DOIUrl":"https://doi.org/10.1080/15582159.2023.2235849","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"458 - 460"},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42630249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-02DOI: 10.1080/15582159.2023.2231265
R. Maranto, Eric Wearne
{"title":"Introduction to the Special Section: The Winners of the 2023 Patrick Wolf ISCRC Best Paper Prize","authors":"R. Maranto, Eric Wearne","doi":"10.1080/15582159.2023.2231265","DOIUrl":"https://doi.org/10.1080/15582159.2023.2231265","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47717871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-23DOI: 10.1080/15582159.2023.2222242
Ian Seth Kingsbury
ABSTRACT A survey tasks young adults who graduated from virtual charters managed by a large education management organization to assess the degree to which virtual schools prepared them for postsecondary and career success. The same survey questions were also administered to a nationally representative group of American adults ages 18–29. Overall, comparison of survey responses reveals that virtual charter graduates report statistically significant advantages when it comes to career readiness and mixed responses with regard to college readiness. Implications are discussed.
{"title":"Are Virtual School Graduates College and Career Ready? Evidence from a Comparative Survey","authors":"Ian Seth Kingsbury","doi":"10.1080/15582159.2023.2222242","DOIUrl":"https://doi.org/10.1080/15582159.2023.2222242","url":null,"abstract":"ABSTRACT A survey tasks young adults who graduated from virtual charters managed by a large education management organization to assess the degree to which virtual schools prepared them for postsecondary and career success. The same survey questions were also administered to a nationally representative group of American adults ages 18–29. Overall, comparison of survey responses reveals that virtual charter graduates report statistically significant advantages when it comes to career readiness and mixed responses with regard to college readiness. Implications are discussed.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"245 1","pages":"524 - 541"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136000300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.1080/15582159.2023.2222344
Kelly Harris, Olivia Marcucci
The COVID-19 pandemic and heightened awareness of police violence against Black Americans in 2020 reverberated throughout educational institutions including private, non-religious schools. This survey study (n=242) sought to understand the impact of these crises on independent schools' Diversity, Equity, and Inclusion (DEI) leaders. Results indicate that while 45% of included schools had a robust DEI practice pre-2020, these crises created an environment of these competing crises. Many schools experienced reductions in resources and increasing resistance to DEI. Overall, pre-2020 robustness of a DEI practice did not predict school responses to the crises. Implications for DEI policy and leadership are discussed. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
2019冠状病毒病大流行和2020年警察暴力侵害黑人意识的提高，在包括私立非宗教学校在内的整个教育机构产生了影响。本调查研究(n=242)旨在了解这些危机对私立学校多样性、公平性和包容性(DEI)领导者的影响。结果表明，虽然45%的纳入学校在2020年之前有强有力的DEI实践，但这些危机创造了这些相互竞争的危机的环境。许多学校经历了资源的减少和对DEI的抵制。总体而言，2020年前DEI实践的稳健性并不能预测学校对危机的反应。对DEI政策和领导的影响进行了讨论。[FROM AUTHOR] Journal of School Choice的版权归Taylor & Francis Ltd所有，未经版权所有者的明确书面许可，其内容不得复制或通过电子邮件发送到多个网站或发布到listserv。但是，用户可以打印、下载或通过电子邮件发送文章供个人使用。这可以删节。对副本的准确性不作任何保证。用户应参阅原始出版版本的材料的完整。(版权适用于所有人。)
{"title":"At the Confluence of COVID-19 and Anti-Black Racial Violence: Exploring Independent Schools’ Diversity, Equity, and Inclusion Practice","authors":"Kelly Harris, Olivia Marcucci","doi":"10.1080/15582159.2023.2222344","DOIUrl":"https://doi.org/10.1080/15582159.2023.2222344","url":null,"abstract":"The COVID-19 pandemic and heightened awareness of police violence against Black Americans in 2020 reverberated throughout educational institutions including private, non-religious schools. This survey study (n=242) sought to understand the impact of these crises on independent schools' Diversity, Equity, and Inclusion (DEI) leaders. Results indicate that while 45% of included schools had a robust DEI practice pre-2020, these crises created an environment of these competing crises. Many schools experienced reductions in resources and increasing resistance to DEI. Overall, pre-2020 robustness of a DEI practice did not predict school responses to the crises. Implications for DEI policy and leadership are discussed. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43113411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-17DOI: 10.1080/15582159.2023.2211799
M. Shakeel, P. Peterson
ABSTRACT Activists use populist language when proposing school reforms. Are they appealing to a public ideology as coherent as conservatism or liberalism? A national probability sample of U. S. adults is asked to self-identify as liberals or conservatives, respond to statements about government trustworthiness and responsiveness to the people, and give views on education policies and institutions. Conservative-liberal and populist-Burkean scales are constructed, with Burke’s advocacy of trusteeship serving as populism’s antipode. Populism is more strongly associated than conservativism with many, though not all, school policy positions. Populism appears as coherent an ideology as conservativism and liberalism.
{"title":"Are School Reforms Liberal, Conservative, or Populist? Populism and Education Policy Opinions in the United States","authors":"M. Shakeel, P. Peterson","doi":"10.1080/15582159.2023.2211799","DOIUrl":"https://doi.org/10.1080/15582159.2023.2211799","url":null,"abstract":"ABSTRACT Activists use populist language when proposing school reforms. Are they appealing to a public ideology as coherent as conservatism or liberalism? A national probability sample of U. S. adults is asked to self-identify as liberals or conservatives, respond to statements about government trustworthiness and responsiveness to the people, and give views on education policies and institutions. Conservative-liberal and populist-Burkean scales are constructed, with Burke’s advocacy of trusteeship serving as populism’s antipode. Populism is more strongly associated than conservativism with many, though not all, school policy positions. Populism appears as coherent an ideology as conservativism and liberalism.","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46590552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-10DOI: 10.1080/15582159.2023.2201734
David T. Marshall
School closures were part of a larger COVID-19 mitigation effort. However, policymakers over-weighted concerns about the virus to the neglect of other aspects of pediatric health, including mental health. This narrative review summarizes findings from 40 studies. School closures appear to have been an ineffective mitigation strategy, yet children and adolescents experienced increased anxiety, depression, and loneliness, as well as an overall reduction of wellbeing. Suicidal ideation and incidence increased as well. Connecting with family and friends, even if virtually, improved these outcomes. Females and those living in poverty experienced worse mental health outcomes compared to their peers. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
{"title":"COVID-19 and School Closures: A Narrative Review of Pediatric Mental Health Impacts","authors":"David T. Marshall","doi":"10.1080/15582159.2023.2201734","DOIUrl":"https://doi.org/10.1080/15582159.2023.2201734","url":null,"abstract":"School closures were part of a larger COVID-19 mitigation effort. However, policymakers over-weighted concerns about the virus to the neglect of other aspects of pediatric health, including mental health. This narrative review summarizes findings from 40 studies. School closures appear to have been an ineffective mitigation strategy, yet children and adolescents experienced increased anxiety, depression, and loneliness, as well as an overall reduction of wellbeing. Suicidal ideation and incidence increased as well. Connecting with family and friends, even if virtually, improved these outcomes. Females and those living in poverty experienced worse mental health outcomes compared to their peers. [ FROM AUTHOR] Copyright of Journal of School Choice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47128551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15582159.2023.2169816
Eric Wearne
{"title":"Review of Schooling Teachers: Teach For America and the Future of Teacher Education","authors":"Eric Wearne","doi":"10.1080/15582159.2023.2169816","DOIUrl":"https://doi.org/10.1080/15582159.2023.2169816","url":null,"abstract":"","PeriodicalId":34913,"journal":{"name":"Journal of School Choice","volume":"17 1","pages":"319 - 321"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48333417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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