Dissertationen: „Public charter school“

1

Ertas, Nevbahar. „Public school responses to charter school presence“. Diss., unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-09272007-170214/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Electronic text (142 p. : ill.) : digital, PDF file. Christine H. Roch, committee chair; Gary T. Henry, Gordon A. Kingsley, Gregory B. Lewis, Mary Beth Walker, committee members. Description based on contents viewed May 8, 2008. Includes bibliographical references (p. 132-142).

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2

Keller, Karlyn. „Efficacy in Texas Charter Schools Compared to Traditional Public Schools“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

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3

Goggins, Kylie. „PUBLIC SCHOOL CHOICE AND THE PUBLIC-PRIVATE SCHOOL DECISION“. UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/71.

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This dissertation is a compilation of three studies related to public school choice issues. Chapter 2 examines whether access to public schools of choice influences a household’s decision to choose private school for their child. I employ a multistate, individual-level data-set on students and their families — for which I have been granted access to restricted geo-code information. I supplement these data by matching students with their respective school districts using geographic information systems (GIS); I then examine whether relative measures of public school choice (PSC) in a school district influence the household’s public-private school decision. I find slight evidence that households respond to general measures of choice, though the implied effects appear to be trivial. Conditional on the presence of either PSC type of school in a district, I find more consistently significant crowd-out effects for competition measures from magnet schools, while charter school measures elicit stronger private-sector crowd-out effects, roughly three times those of the respective magnet school measures. Chapter 3 examines the statewide educational policies and student, household, and school district-level attributes that influence the demand for interdistrict and intra-district public schools of choice. In the context of a multinomial probit model, I also estimate the demand for private school as a third alternative to attending an assigned school. I find evidence to suggest that households substitute between intra-district and interdistrict schools of choice.. I also find that mobility patterns may significantly increase the probability a household opts out of district. Chapter 4 is an exploratory analysis that examines the qualities that distinguish school districts as net-losers, net-keepers, or net- gainers of students in their public schools. In particular, I examine how public schools of choice affect the net flow of students across the public sector. I find that charter schools appear to locate in districts that are net-losers of students, where students are opting into private school. I also find evidence to suggest that net-loser districts may signal better quality school districts with more diverse options available to facilitate positive student-school matches.

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4

Young, Caprice Yvonne. „California charter public school governance a comparison of the academic achievement of schools grouped by governance model /“. Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1693038471&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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5

Cummins, Cathy, Bernadette Anne Ricciardelli und Peter Steedman. „Characteristics of Competitive Pressure Created by Charter Schools: Charter Schools, their Impact on Traditional Public Districts and the Role of District Leadership“. Thesis, Boston College, 2014. http://hdl.handle.net/2345/3806.

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Thesis advisor: Joseph M. O'Keefe
This mixed methods sequential explanatory designed study applied the economic theory of marketplace competition as a way to frame superintendents' perceptions of the characteristics of students and parents seeking charter schools. Although studies on charter schools are abundant, there is limited literature on this particular aspect of market competition between traditional districts and charter schools. Through surveys and interviews with superintendents across Massachusetts, this study found that most of the superintendents reported a perception that charter schools "cream-skim" higher achieving students and under-serve or "crop" high needs or more costly students - particularly special education and English language learner students. Additionally, superintendents generally perceive that parents were most likely to choose a charter school because of a perception that it was a more elite option and that parents making those choices were more likely to have been engaged in a child's educational life. Many superintendents reported a strong pressure to find ways to retain high-achieving students while expressing resentment that charter schools under-serve high needs students. In three small urban districts, however, superintendents described charter schools that enroll high-needs students proportional to or exceeding the district's student population, filled a gap or met an unmet need, or provided a specialization from which the district could learn
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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6

Sommella, Shannon R. „A comparative analysis of student achievement in Florida charter and non-charter public high schools 2007-2009“. Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4515.

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Separate studies are recommended on the differences between charter and non-charter public schools with regard to instructional time, curriculum or grade levels offered, the differences between parent and student perceptions, and the differences between funding and principal background as it relates to student achievement.; The purpose of this study was to determine if any relationship existed between the change in developmental scale scores (DSS) on the Florida Comprehensive Assessment Test (FCAT) for reading and mathematics, in selected Florida school districts among charter and non-charter public high schools, for grades 9 and 10. This study also investigated if any relationship existed in student achievement based on student demographics (gender, economically disadvantaged, primary home language (ELL) and ethnicity), and examined if there was a difference in professional demographics of faculty (advanced degrees, teachers' average years of teaching experience, and percent of courses taught by out of field teachers gender), among charter and non-charter public high schools in the state of Florida. School data were analyzed from 234 charter and non-charter public high schools, within 15 districts across the state of Florida, for the years 2007-2009. The findings of this research suggest charter high schools in the state of Florida are not keeping the pace with their traditional public high school counterparts. Over a three year period, charter high schools had significantly lower developmental scale scores on the FCAT, in both reading and mathematics, than non-charter public high schools. The findings also suggest that student demographics, with respect to male gender, economically disadvantaged, and ELL, combined with charter school status, negatively impact student achievement as measured by DSS. The disparity noted with regard to faculty demographics between charter and non-charter public high schools, only touches on some considerable differences between the two school types; more information is needed on the variations so parents and students can make informed choices. For future research, replication of this study with an expanded sample size of charter schools and a longer period of time for data collection was recommended.
ID: 030423515; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 158-164).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education

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7

Romo, Vanessa. „A Comparative Analysis of Charter Schools and Non-Charter Public Schools: Latino Academic Achievement in Los Angeles Unified School District“. Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2206.

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This research seeks to examine the impact of charter schools on Latino performance in Los Angeles Unified School District. Using school-level data from the Ed-Data database provided by the California Department of Education, this study compares Latino academic achievement in charter high schools and non-charter public high schools across five dimensions of academic achievement: math performance, reading performance, graduation rate, dropout rate, and University of California and/or California State University (UC/CSU) eligibility. The results find a positive, significant charter school impact for Latino students in math performance, dropout rate, and UC/CSU eligibility. Analyses also indicate that charter schools positively impact Latino reading performance and graduation rate, however the results are marginally significant.

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8

Jones, Peter A. „Charter School Locations Across the U.S. and Their Influence on Public School District Revenues“. UKnowledge, 2014. http://uknowledge.uky.edu/msppa_etds/13.

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Since Minnesota passed the first charter school law in 1991, charter schools have become one of the most prominent school reforms in the U.S. While charter schools educate a small portion of public school enrollments, their existence has prompted various responses from traditional public school districts. For example, districts may change expenditure patterns or work to increase test scores in an effort to retain enrollments. In this sense, a charter school’s most significant impact on public school students may work indirectly through the traditional public school reactions they invoke. This dissertation explores education finance implications for charter schools and their encompassing public school districts. Using a dataset comprised of U.S. public school districts over sixteen years, I examine the local school district’s revenue response to the establishment of a charter school. Following a description of the multi-level policy environment in which charter schools operate, this dissertation includes a summary of the literature examining student achievement and expenditure responses of public school districts to the presence of charter schools. Next, I develop a conceptual model outlining the reasons that a school district may experience a change in revenue when charter schools locate within or nearby. Before testing the public school district response to charter schools, I had to accurately measure charter school locations across the U.S. To do this, I used geographic information system (GIS) software to improve upon alternative charter location databases maintained by the federal government and national charter school organizations. With charter school locations accurately mapped, I estimated the traditional public school district revenue response to the various measures of charter school presence. Findings from this estimation suggest that, on average traditional public school districts experienced changes in per-pupil revenues when charter schools located closer to the district. Specifically, revenues from local sources decreased as charter schools moved nearer, but revenues from federal sources increased. This relationship changed over time, however. As charter schools were authorized in more districts and states, per-pupil revenues began increasing as charter schools moved closer to school districts.

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9

Batie, Michael. „Charter schools and market segmentation“. Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=32&did=1905738701&SrchMode=1&sid=2&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270138718&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 149-156). Issued in print and online. Available via ProQuest Digital Dissertations.

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Woodward, Cathy Lee. „EFFECTIVENESS OF GOVERNANCE BOARDS IN TRADITIONAL PUBLIC SCHOOL DISTRICTS AND COMMUNITY PUBLIC SCHOOLS IN OHIO“. Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1155745089.

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11

Skolnick, Jonathan. „Prime Public Charter School: A New Approach to Professionalizing Teaching“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013346.

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In the last 30 years, the U.S. education reform movement has focused primarily on increasing school choice, accountability linked to standards, and leadership capacity in our schools. In particular, charter schools have tried to incorporate all three elements in their attempt to provide families with better options for their children. But many charter schools have not fundamentally changed the role of teachers or the organization of the school itself, leading to issues of sustainability and insufficient autonomy for teachers. This capstone describes an attempt to address this problem through the creation of an innovative charter school, Prime Public Charter School (Prime Public). The school’s proposed model would have allowed for teams of teachers to start, manage, and grow their own “Teaching Practices” within a school community, much in the same way that lawyers, doctors, therapists, or private tutors run their own practices. This capstone describes and analyzes the attempt to gain approval for and launch Prime Public in New York given the context of the charter sector and the challenges of entrepreneurship as they relate to school creation. After three unsuccessful application attempts, the school did not gain approval to launch in 2016. Implications include the need for greater resources for early-stage founding teams, a more transparent and supportive authorization process, and a greater emphasis on long-term sustainability and teacher professionalism when considering the growth of the charter sector.

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12

Duszka, Christopher Damian. „School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools“. FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.

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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools. The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years. The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound. The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates. This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.

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Willey, Betty Jo. „An examination of an educational innovation opinion leadership in charter school adoption /“. Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1225134621&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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14

Cevallos, Pedro Felipe. „A case study with Green Dot Public Schools on managing the tension between fidelity and adaptation when scaling-up“. Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1932068151&sid=7&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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15

Goodman, Nicole. „Academic Accountability between Charter and Public-School Principals in New Jersey“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7382.

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The purpose of this study was to explore school principals' accountability with student academic performance. Charter and public-school principals are responsible for the learning process and academic development. Previously published literature did not reveal a clear understanding of the policies and practices that contributed in obtaining the desired student academic outcomes. Parsons's theory of action served as the foundation for analyzing principals' decisions to achieve accountability and comply with the policies established by the regulating authorities. A snowball sampling of school principals included a public charter school principal and 5 traditional public-school principals in the state of New Jersey. A multiple case study approach with semi structured interviews and open-ended questions was used to collect data, which was then transcribed, coded, and processed in Dedoose software program. Gaining insight may prove beneficial to the accountability of principals' duties disposed by school policies and practices. The study findings helped identify accountability standards common for both types of educational establishments. The study found that academic accountability goes beyond school principals and that school principals spend the least amount of time as instructional leaders. Finding contributes to positive social change by highlighting the need for regulatory agencies to identify and set clear guidelines of accountability, implement effective monitoring and measuring tools of accountability, and hold all stakeholders accountable for promoting student academic performance and achievement.

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16

Speelman, Sophia Antoniou. „A Mixed-Methods Study of Academic Achievement and Academic Progress in 9-12 Ohio Public Charter Schools Versus Their Counterparts in Traditional Public School Districts: Identifying Successful Charter School Teaching Practices“. University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532468906285253.

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17

Patrick, Diane Porter. „The Response of a Public School District to Charter School Competition: An Examination of Free-Market Effects“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2434/.

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The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.

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18

Quin, Wayne Anthony. „A Comparison of the Perceptions of School Work Culture by Administrators and Faculty in the Public Charter and Non-Charter Elementary Schools of a Central Florida County“. Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4392.

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Abstract This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions between school administrators and faculty, and the interaction between type of school. The School Work Culture Profile (SWCP), a paper-and-pencil survey, was designed in 1988 by Snyder to obtain a measure of a school's work culture. The SWCP uses a Likert scale to assess the overall perception and four sub-domains of planning, development, program development, school assessment, and staff development. One hundred sixty-one teachers and administrators from public charter and public non-charter elementary schools participated. Results of ANOVA tests indicated differences by job category: administrators scored significantly higher than faculty on the overall perception and three sub-domains of school work culture: planning development, program development, and school assessment. There was no difference on the staff development sub-domain. Administrators and faculty members do perceive certain aspects of school work culture differently. Program Development, Planning Development, and School Assessment are administrative functions, whereas Staff Development may be perceived to be more of a personal function. There was no difference between perceptions of instructional staff by type of school (public charter and public non-charter). In addition, there was no interaction between job category and school type. The perceptions of administrators and faculty members of both types of schools do not appear to be dependent upon whether or not they work in charter or non-charter public schools. Public charter and public non-charter school instructional staff responded to SWCP sub-domains similarly; therefore, the type of school the respondents worked in, albeit public charter or public non-charter, did not impact their perceptions. Differences existed in perceptions between school administrators and faculty members, regardless of type of school, with the exception of the sub-domain of staff development. The mean perception for administrators in both types of schools was higher in the other three domains. No interaction occurred between type of school and type of job category for any sub-domain or the overall perception. The conclusions from this study included (a) schools are equal regardless of the type of school, (b) the culture of administrators and faculty members remains the same regardless of the type of school, (c) the perceptions of administrators and faculty members are not determined by the type of school in which they work--administrators and faculty members do perceive certain aspects of school work culture differently. Implications derived from the study include (a) efforts to mainstream and encourage cross-institutional (public charter schools and public non-charter schools) collaboration might be helpful to improve the educational conditions for all students, (b) efforts need to be focused on increasing the collaborative conversations and involvement that connect the individuals in a school setting as related to planning development, program development, school assessment, and the overall perception of school work culture as well as developing inclusionary practices that increase faculty members' input in meeting schools' stated goals, (c) placing emphasis on the charter school movement as an alternative for the innovative ideas needed to address the state of the national education system could be increased in colleges of education and educational leadership programs, and (d) program development, planning development, and school assessment are administrative functions, whereas staff development may be perceived to be more of a personal function.

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Senechal, Jesse. „The Idea of the Charter: One Community's Perspectives on the Shifting Nature of Public Education“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3317.

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This study considers the contested meaning of public education through a qualitative investigation of Patrick Henry School of Science and Arts, a charter elementary school in Richmond, Virginia. The central research question that guides this study is “How do parents construct the idea of public schools as they explain their choice of Patrick Henry Charter School?” To answer this question I conducted a constructivist inquiry that involved a series of 16 semi-structured interviews with a maximum variation sample of Patrick Henry parents concerning their ideas about the school and about public education. The analysis of these interviews led to a grounded theory of the parents’ ideas as well as a case report constructed from the categorized units of data that explores the core themes of the theory. This study also addresses two sub-questions: (1) “How do the parents’ ideas about public schools reflect the logics embedded in the larger policy discourses concerning charters and the reinvention of public education?” and (2) “How do the parents’ ideas about public schools reflect the local public discourse around the public-ness of the school?” To answer the first sub-question I use my review of literature to develop an understanding of the reform debates around charter schools and their relationship to the contested ideas of public education. To answer sub question two, I present an adapted constructivist qualitative analysis of the public discourse that surrounded the school from April 2007 – when the idea of the school was first proposed at a school board meeting – until December 2011 – a year and a half after the school opened its doors. To capture the public discourse I collected and analyzed articles, editorials and letters from six local print publications (newspapers, weekly magazines) as well as the public comment portion of the minutes from Richmond School Board meetings. This analysis resulted in the construction of two competing narratives about the school, the juxtaposition of which shed light on the how idea of public-ness was constructed in the public discourse.

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Rosen, Jeffrey A. „An exploration of perceived decision making influence for teachers in public schools relationships between influence, charter schools, and school performance /“. Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181055232.

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21

Whiteleather, Stuart. „Impact of Charter School Legislation on Public K-12 Education in Pennsylvania“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6386.

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Charter and cyber charter schools were legislatively permitted to operate as publicly funded educational institutions in Pennsylvania with the passage of Act 22 of 1997. Examining the tuition payments from traditional school districts funding charter schools and resulting economic, operational, and programmatic impacts on traditional K-12 education was the purpose of this study. Conflict theory provided the theoretical framework which proposes that inequity and competition for limited resources is the result of powerful groups exerting their influence on the greater society. This study's research questions focused on determining the impact tuition payments to charter schools had on public K-12 student achievement, economic, and operational decisions. This study utilized a mixed method data collection design on the perceptions and experiences of K-12 school district superintendents and secondary building principals in 45 school districts within a 3-county region in Pennsylvania. The qualitative interviews were analyzed for credibility, transferability, dependability, and objectivity. The quantitative surveys were analyzed for mean, median, mode, range, variance, and standard deviation. The findings of this research study affirmed conflict theory and resulting economic, operational, and programmatic impacts on public K-12 education. Positive social change implications of this study include recommendations that Pennsylvania's legislature undertake an evaluation and reassessment into the long-term funding equity and sustainability of charter schools and public K-12 education.

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Sneed, Samantha. „Prevalence and Proportionality of Dyslexia in Texas Public and Charter School Districts“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538691/.

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Passed in 1985, the Texas Education Code (TEC) §38.003, Screening and Treatment of Dyslexia and Related Disorders, required public school districts and charters to identify and provide remediation services for students with dyslexia. While Texas was the first state to pass such a requirement, the question remains: What is the prevalence and proportionality of dyslexia in Texas public school districts and charters? In Phase 1 of this study, a secondary analysis using point prevalence and disproportionality calculations was conducted to analyze the impact of this more than 30-year-old law. In order to better help understand these findings, semi-structured interviews with district leaders were conducted in Phase 2 to gain insight on how students were identified with dyslexia across the state. The results of Phase 1 showed the estimated prevalence of dyslexia in Texas public school districts and charters to be low in comparison to the literature. Additionally, the findings suggested a discrepancy in identifications between gender and district type (public school versus charter) and across racial and ethnic groups. Meanwhile, the results of Phase 2 revealed that leadership, support, funding, and accountability impact dyslexia identifications. This study emphasizes the need to further explore and analyze how to best identify and service all students with dyslexia, regardless of gender, race and ethnicity, district type, and geographical location.

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Stauffer, Melissa L. „Deregulation of a public service organization a case study on the implications and effectiveness of the charter school movement /“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2962. Typescript. Abstract precedes thesis as preliminary leaves i-iii. Includes bibliographical references 101-103.

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Zimmerman, Jill. „School Choice, Opportunity and Access: A Geographic Analysis of Public School Enrollment in New Orleans“. ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1681.

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The primary objective of the study is to identify the extent to which the current school choice policy in New Orleans has afforded students in underserved neighborhoods or city planning districts the opportunity to attend quality schools elsewhere in the city. Though all students in New Orleans have access to schools outside their neighborhood, more than two-thirds (68%) of public school students attended a school within their planning district or in the adjacent planning district in the 2011-12 school year. In staying close to home, just one-fifth (22 percent) of students attended a quality school. A clear relationship existed between a planning district’s service level and its socio-economic and racial make-up as well as the performance level of its students’ schools. The results of this analysis suggest that the lack of quality schools in low-income and minority areas significantly limits those families’ access to quality schools even under New Orleans’ far-reaching school choice policy.

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Lackritz, Anne D. „Leadership Coaching| A Multiple-Case Study of Urban Public Charter School Principals' Experiences“. Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263844.

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This multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.

The education sector faces a shortage of highly skilled leaders in addition to a leadership retention crisis. Leadership coaching, used for decades in the business sector, is becoming more commonly practiced in the education sector as a way to support and develop school principals. Although research on leadership coaching for traditional public school principals has emerged over the past decade, there is a lack of research on leadership coaching for public charter school principals. In addition, the existing research on leadership coaching for public school principals is focused primarily on novice school principals. Thus, this study extends this body of research beyond traditional public school principals and novice principals to the experienced school principals in public charter schools in order to ensure that their perspectives and experiences of leadership coaching are incorporated into the literature.

Eight public charter school principals were selected for participation in the study, with data collected through interviews, documents, and artifacts shared by the participants. The findings of the study are presented within the following three main themes: the coaching process, the impact of coaching, and the principal leader identity construction. Interpretation of these findings highlights inconsistency between participants’ experience of the leadership coaching process and the literature as well as well as consistency with research on the impact of coaching. Furthermore, through artifact analysis and participant reflection, this research offers evidence that leadership coaching supports the process of leader identity construction, thus extending the literature on leadership coaching for school principals.

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Johnson, Brent E. „Comparing Achievement between Traditional Public Schools and Charter Schools within the Big Eight Urban School Districts in Ohio“. Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311693290.

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Gomaa, Nabila. „A Case Study of a Public Higher Education Institution’s Engagement in Authorizing Charter Schools“. University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1308696781.

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28

Benton-Evans, Ray. „Implications of wider parental choice in public schooling : with particular reference to one group's response to charter school legislation in Alberta /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22950.pdf.

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29

Conyers, Joice Eaddy. „The Impact of No Child Left Behind On Charter School Legislation and Practices - Policy Implications“. VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1514.

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The charter school movement is considered one of the fastest growing education reform efforts in the United States today, serving over 1 million children nationwide. The demand to improve the quality of education in the United States has been paramount over the last twenty years.In December 2001, Congress approved a reauthorization of the Elementary and Secondary Education Act (ESEA) and renamed it the No Child Left Behind Act of 2001 (NCLB), P.L. 107-ll0, H.R. 1. Although ESEA was enacted in 1964 by President Lyndon Johnson to supplement state and local efforts to provide all children with high-quality education, NCLB has a broader and more ambitious scope than previous school reforms in that it focuses on student test results. It is believed that this legislation is a conduit for charter schools becoming the likely alternative to public education. This study will advance the discussion of the key factors of four States charter school movements and how charter school legislation varies from state to state. Additionally, the study will examine how NCLB was conceived and determine if there now exists a relationship between NCLB and the status of charter schools in the nation.Public school systems in the United States have operated as educational monopolies, creating barriers to other forms of elementary and secondary education, such as magnet schools. In crafting the NCLB, some policymakers viewed passage of legislation supporting NCLB as an opportunity to make dramatic changes in the delivery of education in this country.

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Hardaway, Tawanda. „Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.

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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.

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31

Ponce, Manuel Nicolas Jr. „Changing Mindsets: A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network“. Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/230.

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The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study. This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders. This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend.

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Bartlett, Tara Christine. „Patrick Henry School of Science and Arts: A Historical Case Study on the Development of the First Elementary Charter School in Virginia“. Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104037.

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Prior to 1998 charter schools in the Commonwealth of Virginia were non-existent. Students who wanted to be educated in ways alternative to public education would need to seek out private schools or homeschooling. The Patrick Henry School of Arts and Sciences (PHSSA), a year round elementary charter school in the City of Richmond, is the first elementary charter school in Virginia. The purpose of this study was to describe and analyze the events and actions that led to the establishment and operation of PHSSA, as a public charter school. The main research question for this study is, what has occurred and had to be overcome in order to enable the first elementary public charter school in the Commonwealth of Virginia to be approved and to continue as a charter, renewed twice for a total existence of 10 years? This research provides recommendations for those seeking to implement and continue the renewal of a charter school where the authorizer is a local school board. Participants interviewed were representatives of the community--parents and community leaders--who were involved in the startup of Patrick Henry at various stages of its existence. A systematic method of document review and structured interviews of key informants was conducted. Analysis revealed the problems and successes of this elementary charter school. Outcomes from the interviews should foster understanding of the creation and continued renewal of charter schools in Virginia. The study may provide counsel for future public charter school endeavors in the Commonwealth.
Doctor of Education
Public charter schools in the Commonwealth of Virginia began with the authorization of public charters in 1998. As written in the Code of Virginia (§ 22.1-212.5): Public charter schools in Virginia are nonsectarian, nonreligious, or non-home-based alternative schools located within a public school division. The Patrick Henry School of Arts and Sciences (PHSSA), a year-round elementary charter school in the city of Richmond, is the first elementary charter school in Virginia. The purpose of this study was to describe and analyze the events and actions that led to the establishment and operation of PHSSA. This study provides recommendations for those seeking to implement and continue the renewal of a charter school. Participants interviewed were representatives of the community--parents and community leaders--who were involved in the startup of PHSSA. Outcomes from the interviews should provide understanding of the creation and continued renewal of charter schools in Virginia. It also may provide guidance for future public charter school endeavors in the Commonwealth. .

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Kaiser, Carlene P. „A case study of a small Kansas public charter school to identify school-level factors perceived to have contributed to student success“. Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13174.

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Doctor of Education
Department of Educational Leadership
Teresa Miller
The purpose of this research proposal was to investigate school-level factors identified by Marzano (2003) perceived to have contributed positively to student achievement in one charter school. The researcher noted the following issues related to charter schools and student achievement: The data on student achievement were mixed; limited research existed on student achievement using the school -level factors identified by Marzano (2003); limited case studies existed comparing school-level factors and student achievement for charter schools. Using the case study format, the researcher investigated perceptions regarding school-level factors perceived to have increased student achievement in one charter school in Kansas over a five-year period from 2005-2008. The case study was accomplished through the collection, analysis, and interpretation of data from multiple sources to include researcher observations, key informant interviews, and analysis of archival documents. After conducting the research, it was determined that while there wasn’t a deliberate attempt to use the factors by Robert Marzano (2003), the school-level factors were used by Dartmouth Charter School did impact student achievement as evidenced by stakeholder interview, Kansas Reading Assessments, and archival data sources. A case study confirmed the presence of several aspects of the school-level factors of a guaranteed/viable curriculum, challenging goals and effective feedback, parental and community involvement, a safe and orderly environment, and collegiality and professionalism, which were perceived by stakeholders as contributing to increased student achievement over the five-year period of operation.

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Christensen, Trygve Rolff. „An analysis of SB740's effects on California's nonclassroom-based charter schools' expenditure decisions“. Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2495.

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This study examined the effects of one particular piece of legislation on California's nonclassroom-based charter schools. In 2001, the California State Legislature passed SB 740, a bill designed in part to limit funding of nonclassroom-based charter schools to instances when the State Board of Education has made a determination of funding. The determination of funding is based on prescribed spending levels as outlined in regulations governing the implementation of SB 740. The literature on charter schools contains very few studies on charter school expenditure levels. This study provided an important addition to the literature on charter school spending. This study's literature review included such topics as charter school autonomy and charter school accountability, home schooling, school choice, charter school legislation, policy implementation, and charter school spending patterns. 10 administrators, who were in nonclassroom-based leadership positions before, during, and after the implementation of SB 740, were interviewed. The researcher compiled and analyzed the results to find themes that emerged from the administrators' insights. Results and conclusions included: (a) the respondents perceived that SB 740 successfully purged the non-classroom based charter school movement of many schools that were engaged in abusive fiduciary practices, (b) the respondents thought the regulations were overly constricting, especially in the areas of facilities costs and reserve funds, (c) the respondents voiced concern that small schools attempting innovative practices and programs may have been forced to close due to their inability to meet the SB 740 funding determination guidelines, and (d) unexpected consequences of SB 740 included division between the ranks of classroom-based and nonclassroom-based charter schools, the formation of a nonclassroom-based advocacy group, and increased teacher salaries.

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Raisch, Mary Meghan. „Urban Charter Schools Versus Traditional Urban Public Schools: A Multivariate Analysis of Leadership, Discipline, and Student Conduct“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/306669.

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Educational Psychology
Ph.D.
To move the field closer to untangling the charter versus public school debate, this study compared leadership practices surrounding discipline and the frequency of student misconduct between public and charter schools that reside in urban neighborhoods and serve predominantly students of color. School leadership's approaches to discipline were investigated by comparing punitive authoritarian practices such as suspensions and transfers to therapeutic and educational strategies such as positive behavior management and teacher training. Student conduct was comprised of problematic peer-directed behaviors (e.g., bullying, sexual harassment, harassment of sexual orientation, and gang activity) and authority-directed misconduct (e.g., verbal abuse of teacher, acts of disrespect towards teacher, and classroom disorder). The sample used in this analysis was garnered from a larger nationally representative pool of public school principals (n = 610) from elementary, middle, high school, and combination schools across the United States who completed The School Survey of Crime and Safety (SSOCS) during the 2009-2010 academic school year. To uncover which leadership variables could account for significant differences in student conduct across school type (public or charter) several multivariate analyses were conducted using factorial analysis, MANCOVAs, and partial correlations. The results revealed that charter schools used more Educational Discipline while public schools used more Authoritarian Discipline and Therapeutic Discipline. In addition, public school principals reported a greater frequency of Peer-directed and Authority-directed student conduct compared to charter school principals. The relationships between certain discipline practices and student conduct types were found to be statistically significantly different between school type. Several points of policy are suggested for leadership and policy makers to consider with regard to urban school reform initiatives surrounding the establishment of a supportive school climate that positively affects student conduct.
Temple University--Theses

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Clifford, Sarah E. „The Implementation of the Individuals with Disabilities Education Act in a Virtual Public Charter School“. ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2449.

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The Individuals with Disabilities Education Act (IDEA) guarantees certain rights and protections to students with disabilities enrolled in public schools, and to their families. Even though virtual schools are one of the fastest growing trends in public k-12 education, there is evidence that these schools may not be fully implementing IDEA for enrolled students with disabilities. There has been some concern regarding the appropriateness of virtual education for student with disabilities, as well as some concern for the spectrum of services being offered in virtual schools. This case study examined the implementation of special education supports and services in one public virtual k-12 school in the United States. Interviews, document review, and participant observations were used to collect data. Findings indicated that components of IDEA were not being universally implemented for students with disabilities. Limited programming options, large special education caseloads, and an over-dependence on parents and other non-teacher adults limits students’ access to Free and Appropriate Public Education, Least Restrictive Environment, and Individualized Education Plans. Issues were also identified in the provision of Appropriate Evaluation, Parent Participation, and Procedural Safeguards. Regardless of documented challenges, benefits to virtual education were noted. Parent, faculty and staff participants reported being happier with virtual school than brick-and-mortar. Faculty enjoys easy access to a multitude of academic data. Relationships and communication among community members was reported to be stronger than what was previously experienced in brick-and-mortar schools. Faculty, staff and parent participants discussed students’ emotional and physical safety as a benefit of virtual education.

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Himschoot, Brian. „Making the Decision: Factors that Affect the Information Available to Parents with Young Children about Charter Schools in Central Florida“. Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/953.

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In the opening decades of the 21st Century, a movement towards parental choice in public schools has taken flight. One of the choices becoming more readily available to parents of young children is charter schools. Charter schools are expanding across the United States and Central Florida is representative of this growth. Parents are faced with more choices as they make decisions on their children's educational future than ever before making the availability of quality, accurate information about local schools paramount. While scholarly work on charter schools, the effects of media coverage on public opinion, and how parents make choices for their children exists, in many cases the research offers inconclusive results and rarely was there an attempt to connect all three. This paper, written from a parent's perspective, analyzes research, newspaper articles, interviews, and surveys of Central Florida's media outlets, public school representatives, and parents of young children to determine the types of information on charter schools available to parents of young children in Central Florida. The purpose of this thesis will be to investigate the information available to parents when considering a charter school for their young children by comparing the stated opinions of the local media, district school boards, and the charters themselves. It also identifies who is responsible for disseminating this information, and how the parents choose to gather and use this information.
B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership

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38

Hale, Keuseman Sarah G. „A study of those who made the jump: examining the differences between traditional public school leadership and charter school leadership“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5767.

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This interpretive, exploratory qualitative study examines the similarities and differences between charter school leadership and traditional public school leadership. Previous research has examined the differences in school leadership in traditional public schools from large-scale, quantitative data (Cravens, Goldring,& Penaloza, 2012; Goff, Mavrogordato, & Goldring, 2012). Though research exists on specific facets of charter schools such as student achievement, there is little research on the needs of charter school leaders and how well-prepared they are for their unique roles (Huerta, 2009; Hughes & Silva, 2013). The purpose of this study is to contribute to the body of knowledge on school leadership by developing an emic description of the relationship between charter school leadership and traditional public school leadership through a qualitative interpretivist study approach. School leaders in Minnesota who have been heads of school in both independent charter schools and traditional public schools were surveyed, and four were selected for in-depth follow-up interviews. The guiding research questions are: (1) What are the differences between traditional public school leadership and charter school leadership according to school leaders in Minnesota who have been leaders of both types of schools; (2) How do school leaders in Minnesota who have been leaders of both charter schools and traditional public schools experience instructional leadership in the different school organizations; and (3) How do school leadership preparation programs help prepare educators for leadership in charter schools? Findings from this study indicate that differences in school leadership in traditional public schools and independent charter schools may exist due to organizational structure, including the expanded scope of school leadership in charter schools. However, some of the differences may be because of school size, as leaders with experience in both types of schools indicated that leading a charter school is similar to leading a small, rural, traditional public school. The findings also examine the structures created to support charter school leadership, and the need for professional community and support. Implications for school leader professional development and school leadership preparation programs are discussed.

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Boughton, Heather R. „Making The Choice: African-Americans And Decisions About Enrollment At Chartered And Non-Chartered Public Schools“. Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1226340853.

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Sullivan, Margaret. „The effects of charter school competition on enrollment trends and teacher-reported school-level policies and behaviors in the District of Columbia Public Schools“. CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4274.

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Yoder, Sarah Elizabeth. „A PHENOMENOLOGICAL STUDY OF CHARTER SCHOOL STUDENTS AND PARENTS IN ONE RURAL SCHOOL DISTRICT: WHY THEY GO, THE NATURE OF THEIR EXPERIENCES, AND WHY SOME CHOOSE TO LEAVE“. Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/449550.

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Educational Administration
Ed.D.
Two coinciding trends in education have given rise to this study: the political cycle of school reform and the heterogeneous nature of the charter school landscape. Since Minnesota became the first state to pass a charter law in 1991, the dramatic increase in the number of charter schools has provided opportunities for researchers to try to categorize the success of charter schools. Although the number of charter schools have almost doubled from 3,689 to 6,004 from 2005-2006 to 2012-2013, an average of approximately 500 charters have opened and more than 160 charter schools have closed per year during these eight years of the available data. However, students who attend charter schools do not have a monolithic educational experience. The purpose of this paper is to examine the perceptions of students and parents in relation to enrolling in a specific brick and mortar and several cyber charter schools, and if applicable, leaving said schools. This qualitative study explores the lived experiences of students and parents who reside in a rural public school district and chose to attend a cyber charter or brick and mortar charter school. Survey responses and information gathered from interviews of students and their parents/guardians were analyzed to illuminate the research questions. While the results will not be generalizable, this study has led to an understanding of what led these students to enroll in charter schools and if applicable, why they chose to leave. More specifically, three themes emerged from the data: (1) Family members, primarily mothers, significantly impacted students’ decisions to employ choice to enroll in charters; (2) The lack of extra-curricular activities in charters had a substantially negative impact on students’ experiences and (3) Educational quality was the foremost characteristic named in the determination to transfer out of a charter school. While there has been research on charter schools separate from studies on perceptions of school age children with respect to education programming, this examination indicates the need to unite charter research and student voice aspects within the realm of educational research.
Temple University--Theses

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Xu, Jinhui. „A case study of an urban elementary school Chinese language and culture program at the Boston Renaissance Charter Public School (BRCPS)“. Thesis, University of Massachusetts Boston, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3706490.

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Very few urban elementary African American and Hispanic students have access to foreign language programs. Thus, students of color have historically been under-represented in foreign language study. At the same time, urban elementary foreign language programs for economically disadvantaged African American and Hispanic students might level the playing field for these students and help prepare them to participate more fully in a global economy and community in the future. The present case study is based on a mixed methods approach using logic model and overlapping spheres of influence theory to examine the impact of the Boston Renaissance Charter Public School (BRCPS) Chinese language and culture program on its stakeholders (students, parents, school teachers, administrators, and board members). A sequential explanatory strategy is used to investigate stakeholders' perceptions and attitudes toward the BRCPS Chinese language and culture program. It further reveals discrepancies between the stakeholders' perceptions/attitudes and their racial backgrounds, working length of time and involvement with BRCPS, SES (Socioeconomic Status), grade connection, and gender. It also identifies the factors that influence BRCPS students' motivation and interest in learning Chinese. This study, therefore, finds out that the majority of the BRCPS stakeholders are satisfied with BRCPS Chinese language and culture program. The biggest challenge identified is Chinese teachers' lack of classroom control and the difficulty in maintaining positive student discipline in Chinese class. Stakeholders suggest Chinese language should be taught as a core curriculum rather than as a specialist subject. They also suggest that all the stakeholders should work together to value Chinese learning.

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Bogush, Meredith Leigh. „The Perspectives of Core Academic Middle School Teachers regarding Career Education under Different School Settings“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6469.

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The purpose of this study was to quantify core academic middle school teachers’ (English/language arts, mathematics, science, and social science) perspectives of career education. Prior research denotes that if career education exposure and awareness is provided in middle school grades, then students have the potential to develop a valuable understanding of various occupations available in the future (Akos, Konold, & Niles, 2004). Students observe what the work accomplishes and the effort required for the employee to be successful. If the occupation interests the students, then an increased motivation to complete their studies is likely to develop as they see the connection between what is taught in class and the opportunity for the desired career (Schaefer, & Rivera, 2012). In order to achieve that, the first step is to understand the teaching community’s viewpoint on career education and to use that knowledge to build successful programs. Teachers employed in a large school district in southeastern United States at the time of the study indicated their understanding of the concepts of future career orientation and career integration in its present state of use. The researcher distributed the tested CareerStart Teacher Perspective Survey (CTPS) and a selection of teacher related variables from charter, magnet, and traditional public middle schools to populate the study (n=199). Using ANOVA and regression analysis, the study found a significant difference in the value of future orientation and overall career education factors from males versus females. In addition, teachers ages 25-44 had a higher mean value for all factors than teachers of other age groups. There were no significant differences amongst teachers’ value of career education between the three different types of schools. This study contributes to the body of research pertaining to teacher perspectives of career education at the middle school level.

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Ponce, Manuel N. Jr. „Changing Mindsets| A Case Study of a Community of Practice between Charter and Traditional Public School Leaders in the School Leaders Network“. Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560539.

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The purpose of this study was to examine the essential elements of a community of practice intended to increase communication and collaboration between traditional public and charter school leaders. Members of the Los Angeles Cohort of the School Leaders Network participated in this study.

This case study triangulated observation, interview, and document review data to identify the factors that were most beneficial to this particular community of practice. Drawing on the research of communities of practice, constructivism, and leadership theory, these factors were articulated into five domains with the hope that, with further research, this framework could influence the creation of additional communities of practice between traditional public and charter school leaders.

This framework, including indicators and action steps to aid in creating a community of practice, identified five key factors: knowledge, relationships, authenticity, constructivism, and leadership. The convergence of these five domains pointed to two key take-aways: Communities of practice must create a risk-free environment in which sharing can occur so that participants can use storytelling as a vehicle for the exchange of ideas. Essential in creating this environment is the influence of a skilled facilitator who can drive these conversations. Ultimately, in sharing stories and building community, these communities of practice are meant to further the cause of a socially just education for all students regardless of the type of schools they attend.

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45

Luke, Jeremy B. „Parental use of Geographical Aspects of Charter Schools as Heuristic Devices in the School Choice Process“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366364829.

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46

Joyce, Liam J. „Closing the Achievement Gap: A Case Study of One High-Performing Public Elementary Charter School Supporting Historically Marginalized Students“. Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/554.

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Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

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Byers, Brandy. „A Comparison of Participation and Performance With Student Enrollment Status in Two Public Online K-12 Charter Schools, Using Extant Data“. Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12983.

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In order to understand withdrawal rates in online K-12 schools, it is vital to have detailed documentation of these rates and to describe characteristics of the students who withdraw compared to the students who remain enrolled. Once these characteristics are known schools can develop programs and/or policies that support students who are at risk of withdrawing. This study was a descriptive analysis of (a) attendance, (b) lessons completed, (c) participation, (d) teacher-student communication, and (e) overall performance percentage comparing the means between the enrolled student population and the withdrawn student population using extant data. Four of the five variables, (a) attendance, (b) lessons completed, (c) teacher-student communication, and (d) overall performance percentage, were significant at the p < .01 level. Upon analysis, the results of average lessons per day were not reportable due to problems with the data. The Enrolled group had significantly higher means in the following variables: (a) attendance, (b) lessons completed, (c) teacher-student synchronous contact, and (d) overall performance percentage.

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Deas, Sean T. „The influence of mentoring and other factors on the student reading achievement in a New Orleans charter public school“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/299.

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Due to low performance in student achievement of the students in the Uptown New Orleans school district, community leaders decided to pool resources and skills and create an education plan that was designed to increase reading literacy. It is believed low income students in the New Orleans schools may not receive educational home support to improve reading performance. It is believed that this type reading program would provide individual reading support that would improve literacy, but also it would develop confidence and desire to learn (Burgess, 2002). This environment was designed to replicate the traditional family setting with high reading expectations. It is also believed that the lack of motivation, absence of aspiration and poor self efficacy due to limited life resources is consistent with the acts of low expectations. It is difficult to encourage high life expectations to a child, if life expectations for him are low or non-existent (Grimmett, 1999). As a result, intrinsic motivation, student aspiration and self-efficacy among low income students, are not often developed because of low expectations and the lack of active encouragement, due to limited exposure to positive life opportunities created by adults and others in the environments that surround them. Low expectations and minimal encouragement are still a form of expectations and encouragement. Although suboptimal, this type of expectation and encouragement can influence the career development of low income children (House & Baetz, 1979). These types of expectations and encouragement yield low energy learning environments for low income children. The events are more likely to yield negative life outcomes, such as poor school performance, school dropout, incarceration and poverty, or career expectations for one-shot pop entertainment such as sports entertainment or overnight success music artist. Through this investigation, evidence showed this type Mentoring Model helped close achievement gaps of low income students by increasing reading literacy in an environment that are like a comfortable home environment. As a benefit, the mentor model exposed the students of Benjamin Banneker Elementary to a variety of unfamiliar careers and new social occurrences through mentoring. This communication bridge between the students and mentors provides broader life and career exposure to the student that can amplify intrinsic motivation, career aspiration, and self-efficacy—the needed components for student reading success.

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Goff, Sarah LeBlanc. „When Education Ceases to be Public: The Privatization of the New Orleans School System After Hurricane Katrina“. ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/911.

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This study examines the privatization movement in the post-Katrina New Orleans education system. Less than a month after Katrina, a well-financed charter school movement was moving swiftly through the ravaged city. Nationally, a network of right-wing think tanks and school choice advocates descended on New Orleans shortly after the storm. Locally, state legislators and local leaders pushed from the inside for reform in the way of charter schools. Aided by a state takeover of schools and federal and corporate financing, the "great experiment" had begun. This study strives to cut through the façade of the charter school movement, and to investigate and explain the real motivations of the expected outcomes of the privatizers. Finally, the current injustices caused by the experiment being conducted in New Orleans are reviewed as an extension of the historical racial inequities of the school system.

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Erickson, Matthew J. „Examining a Decade of Reading and Mathematics Student Achievement Among Primary and Secondary Traditional Public School and Charter School Students: a Meta-Analytic Investigation“. Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1371131567.

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Dissertationen zum Thema „Public charter school“

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