Relevant bibliographies by topics / Public charter school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Public charter school'

Author: Grafiati
Published: 28 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Public charter school"

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Sass, Tim R. "Charter Schools and Student Achievement in Florida." Education Finance and Policy 1, no. 1 (March 2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.

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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.
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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.
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Frankenberg, Erica, Genevieve Siegel-Hawley, and Jia Wang. "Choice without Equity: Charter School Segregation." education policy analysis archives 19 (January 10, 2011): 1. http://dx.doi.org/10.14507/epaa.v19n1.2011.

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The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools. This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets. Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation. In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students. Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.
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Angrist, Joshua D., Parag A. Pathak, and Christopher R. Walters. "Explaining Charter School Effectiveness." American Economic Journal: Applied Economics 5, no. 4 (October 1, 2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)
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Wronowski, Meredith L. "Beacon Charter School Needs a School: A Case of Capital Outlay of Charters in a Public District." Journal of Cases in Educational Leadership 20, no. 3 (July 26, 2017): 56–64. http://dx.doi.org/10.1177/1555458917701525.

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The case study presented below is a representation of a real-world, ongoing situation involving a public school district’s capital outlay for charter schools within its boundaries. One particular charter, Beacon Charter School, was promised a permanent building by the public school district that also acts as its authorizer. However, recent events have created a statewide revenue failure which has, in return, caused a dramatic decrease in the school district’s available funds. The school district leadership must decide whether they can still provide school facilities to Beacon Charter School. To complicate matters, the political climate surrounding the district’s 12 charter schools has become increasingly contentious. This case study provides ample material for discussion as well as suggests guiding questions and activities.
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Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.

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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
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Ladd, Helen F., and John D. Singleton. "The Fiscal Externalities of Charter Schools: Evidence from North Carolina." Education Finance and Policy 15, no. 1 (January 2020): 191–208. http://dx.doi.org/10.1162/edfp_a_00272.

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A significant criticism of the charter school movement is that funding for charter schools diverts money away from traditional public schools. The magnitude of such adverse fiscal externalities depends in part on the nature of state and local funding policies. In this paper, we examine the fiscal effects of charter schools on both urban and nonurban school districts in North Carolina. We base our analysis on detailed balance sheet information for a sample of school districts that experienced substantial charter growth since the statewide cap on charters was raised in 2011. We find a large and negative fiscal impact in excess of $500 per traditional public school pupil in our one urban school district, which translates into an average fiscal cost of about $3,600 for each student enrolled in charter schools. We estimate comparable to somewhat larger fiscal externalities per charter school pupil for two nonurban districts.
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Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.

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This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.
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Hentges, Dr Julie, and Dr Doug D. Thomas. "University Involvement with Charter Schools: Unique Opportunities for Service and Support." Journal of Arts and Humanities 6, no. 6 (June 26, 2017): 74. http://dx.doi.org/10.18533/journal.v6i6.1210.

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<p>Charter schools are a controversial, but vibrant, component of the current educational landscape, now serving over 3.1 million students in approximately 6900 schools across the United States. A unique aspect of this movement has been the establishment of alternative authorizers, and specifically universities, to approve and provide oversight to these public schools. Campus leaders and policy makers must consider numerous variables regarding a university’s involvement with charter schools. What are the implications of school choice on university policies and practices? Should universities be “authorizers”, granting charters to schools in direct competition with the traditional public school system? Can universities provide the required “oversight” mandated by the charter school laws, as well as providing “support” for the schools? What opportunities for partnerships and practicum experiences exist? The article provides an overview of issues that arise with public charter schools authorized by universities. With 18 years of experiences as a public university on the forefront of enabling charter legislation and the “sponsorship” of inner-city public charter schools, the authors provide a historical perspective of the role of universities within the school choice movement, including oversight roles and supportive programs within the unique and growing phenomenon of school choice. </p>
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Kim, Paul, Flora Hisook Kim, and Arafeh Karimi. "Public Online Charter School Students." American Educational Research Journal 49, no. 3 (June 2012): 521–45. http://dx.doi.org/10.3102/0002831212443078.

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Dissertations / Theses on the topic "Public charter school"

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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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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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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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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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Cummins, Cathy, Bernadette Anne Ricciardelli, and 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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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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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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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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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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Books on the topic "Public charter school"

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Mulholland, Lori A. Arizona charter school progress evaluation. Tempe, Ariz. (PO Box 874405, Tempe 85287-4405): Morrison Institute for Public Policy, School of Public Affairs, College of Public Programs, Arizona State University, 1999.

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Inc, NetLibrary, ed. Upstart startup: Creating and sustaining a public charter school. New York: Teachers College Press, 2002.

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Zimmer, Ron W. Making sense of charter schools: Evidence from California. Santa Monica, CA: RAND, 2006.

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Carrasco, Joe. Public school academies in Michigan. Lansing, Mich: Senate Fiscal Agency, 2000.

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Florida. Office of Program Policy Analysis and Government Accountability. OPPAGA: Charter school performance comparable to other public schools; stronger accountability needed. Tallahassee, Fla: Florida Office of Program Policy Analysis and Government Accountability, 2005.

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A public school of your own: Your guide to creating and running a charter school. Golden, Colo: Adams-Pomeroy Press, 1998.

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Serving our children: Charter schools and the reform of American public education. Sterling, Va: Capital Books, 2004.

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D, Mulvey Janet, and Cooper Bruce S, eds. Blurring the lines: Charter, public, private and religious schools coming together. Charlotte, NC: Information Age Pub., 2010.

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New York (State). Legislature. Senate. Committee on Corporations, Authorities, and Commissions. Public hearing: Re : is our democratic vision of public education being fulfilled? a decade later : a look at the growing charter school industry. New York: s.n., 2010.

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Fukumoto, Keith H. On the level?: Policy, law and the charter school movement. Honolulu, HI: Legislative Reference Bureau, 2002.

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Book chapters on the topic "Public charter school"

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Boselovic, Joseph L. "Struggling for Community and Equity in New Orleans Public Schools." In The Charter School Solution, 99–116. New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315648675-6.

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Makris, Molly Vollman. "The “Golden Ticket”: Gentrification, Charter Schools, and a Parallel School System." In Public Housing and School Choice in a Gentrified City, 105–45. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137412386_5.

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Johnson, Brooke. "Schools in the Crosshairs: Neoliberalism, Militarization, and Public Education." In Culture and Structure at a Military Charter School, 35–57. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137357632_2.

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Rubin, Julia Sass, and Mark Weber. "Charter Schools' Impact on Public Education." In The Risky Business of Education Policy, 72–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003108511-5.

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Lewis, Wayne D. "The Politics of Charter Schools." In The Politics of Parent Choice in Public Education, 41–90. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312082_3.

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Hamlin, Daniel. "Publicly Funded Charter Schools with Religious Ties." In The Wiley Handbook of Christianity and Education, 233–55. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119098416.ch9.

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Lewis, Wayne D. "The Politics of Charter Schools and Choice in North Carolina." In The Politics of Parent Choice in Public Education, 91–122. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312082_4.

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Jeynes, William. "The Removal of Character Education from the Public Schools and America’s Moral Decline Since 1963." In International Handbooks of Religion and Education, 25–47. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_2.

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Goldring, Ellen, and Xiu Cravens. "Teachers’ Academic Focus on Learning in Charter and Traditional Public Schools 1." In Charter School Outcomes, 39–60. Routledge, 2017. http://dx.doi.org/10.4324/9781315095806-3.

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Boone, Verneshia (Necia). "Triumph Charter School Service Provider." In Advances in Marketing, Customer Relationship Management, and E-Services, 278–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4357-4.ch022.

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Charter schools are perhaps known to many people as community schools that are publicly funded. Educators and policy makers of the United States consider public schools in which tuition for primary and secondary students is free. A few community leaders and public officials have disclosed that selected charter school providers have too much flexibility in how they operate the schools. Perhaps their beliefs are such because most of the charter or community schools are operated under a contract in partnership with a sponsoring entity (Center for Education, 2008). According to educators and political leaders located in the Midwest region of the United States, charter schools were designed to address the current state of educational programs and to introduce an alternative model to traditional public education for economically disadvantaged students. For the last decade, research has shown that the goals and objectives of charter schools and charter school providers and leaders have been a contentious subject matter for United States educators and policy makers (Center for Education, 2008). The reason is perhaps linked to personal beliefs that charter school providers or leaders drain funding from local public school districts and do not offer disadvantaged students a better education. The case study provides an overview about Duke and Duchess Technology Centers as well as Triumph Management Company and their, products and services, competition, management structure, leadership styles, and recent challenges. Questions appear at the end of the case study for students to discuss and debate.
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Conference papers on the topic "Public charter school"

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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Pratami, Yustika Rahmawati, and Nurul Kurniati. "Sex Education Strategy for Adolescents: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selec­tion; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27
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Pangestu, Utami, Yulia Lanti Retno Dewi, and Hanung Prasetya. "Effect of Fruits and Vegetables Intake on Obesity in School-Aged Children: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.129.

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ABSTRACT Background: Previous studies suggest that individual and environmental factors were associated lack of vegetable and fruit consumption, which can lead to obesity. Recent studies have indicated the level of vegetable and fruit intake in children aged 2-7 years is particularly low. The purpose of this study was to examine the effect of fruits and vegetables intake on obesity in school-aged children. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, PubMed, Research Gate, dan Springer Link databases, from year 2011 to 2019. Keywords used ”Nutrition” OR “Obesity” AND ”Cross sectional”. The inclusion criteria were full text, using English OR Indonesian language, using cross-sectional study design, and reporting adjusted odds ratio. The study population (P) was school-aged children. Intervention (I) was fruits and vegetables intake with comparison (C) malnutrition. The study outcome (O) was obesity. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 6 studies from Ethiopia, South Afrika, Nepal, Ghana, Saudi Arabia, reported that low fruits and vegetables intake increased the risk of obesity in school-aged children (aOR= 1.34; 95% CI= 1.06 to 1.70; p<0.001; I2= 92%). Conclusion: Low fruits and vegetables intake increased the risk of obesity in school-aged children. Keywords: obesity, nutrition, fruits and vegetables intake, school-aged children Correspondence: Utami Pangestu. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: utamipangestu@gmail.com. Mobile: 087836021638. DOI: https://doi.org/10.26911/the7thicph.03.129
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Prabandari, Fatchurrohmah Ines, R. B. Soemanto, and Vitri Widyaningsih. "The Effect of Physical Activity on The Academic Achievement in Primary School Students: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.128.

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ABSTRACT Background: It is widely known that physical activity has benefits on overall quality of life. Several studies have reported that children with higher physical activity levels had greater whitematter integrity and subcortical structures which critical for learning and memory than children in lower physical activity levels. The purpose of this study was to investigate the effect of physical activity on the academic achievement in primary school students. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, PubMed, Springer Link, and Research Gate databases, from 2011-2020. Keywords used “Physical activity” OR “Academic achievement” AND “Cross sectional”. The inclusion criteria were full text, using English or Indonesian language, using cross-sectional study design, and reporting adjusted odds ratio. The study population (P) was primary school students. Intervention (I) was physical activity with comparison (C) sedentary behavior. The study outcome (O) was academic achievement. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 6 studies from Saudi Arabia, Malaysia, Chili, United Kingdom, Spanish, and Norway, were met the criteria 6. This study showed that high physical activity improved academic achievement in primary school students (aOR= 1.44; 95% CI= 1.16 to 1.80; p<0.001, with I2= 94%). Conclusion: High physical activity improves academic achievement in primary school students. Keywords: physical activity, academic achievement Correspondence: Fatchurrohmah Ines Prabandari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: inesfatchur@gmail.com. Mobile: 087836588843. DOI: https://doi.org/10.26911/the7thicph.03.128
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Haenke, Roderick, and Sonal Desai Redd. "CHARTER SCHOOLS- AMERICA'S WILD WEST OF EDUCATION: THE EXPANSION AND IMPACT OF CHARTER SCHOOLS ACROSS THE AMERICAN FRONTIER OF PUBLIC EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2289.

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Nurrochmawati, Ike, Ambar Dwi Retnoningrum, and Remita Yuli Kusumaningrum. "Effect of Health Education with Flip Chart and Video on Knowledge about Early Detection of Cervical Cancer in Women of Reproductive Age in Nganjuk District, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.36.

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Background: Cervical cancer is the fourth most prevalent cancer in women. Pap smear and visual inspection acetic acid (VIA) are essential screening tests to early detect cervical cancer. However, the use of screening tests remained low among women of reproductive age in Nganjuk district, East Java. This study aimed to determine the effectiveness of health education using flip chart and video on knowledge about early detection of cervical cancer among women of reproductive age in Nganjuk district, East Java. Subjects and Method: A randomized control trial conducted in Rejoso, Nganjuk, East Java, from October to November 2019. A sample of 120 women of reproductive age was randomized into two groups: (1) Experiment group that received health education using a flip chart and video, and (2) Control group that received no intervention. The dependent variable was knowledge of early detection of cervical cancer. The independent variable was health education using a flip chart and video. The data were collected using questionnaire. The data were analyzed by independent t-test. Results: After the intervention, knowledge about early detection of cervical cancer in the experimental group (Mean= 80.40; SD= 10.54) was higher than the control group (Mean= 70.53; SD= 9.68), and it was statistically significant (p <0.001). Conclusion: Health education using a flip chart and video is effective in improving knowledge about early detection of cervical cancer among women of reproductive age. Keywords: early detection, cervical cancer, health education, women of reproductive age Correspondence: Ike Nurrochmawati. School of Health Sciences Satria Bhakti, Nganjuk. Jl. Panglima Sudirman VI, Nganjuk, East Java. Email: ike.nurrochma@gmail.com. Mobile: +6282141578108. DOI: https://doi.org/10.26911/the7thicph.02.36
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Zaytsev, Pavel. "Modernism, Publicness, Zombification: Gestalt of "Worker" by E. Junger, And Phenomena of Contemporary Exploitative Culture." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-17.

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The need for researching into ideological sources of contemporary exploitative culture is necessitated by both the outer edge of its interaction with other triggers of modernity, and the inner edge consisting in the answer to the following question: ‘what is an exploitative culture?’. The modernism era gave rise not only to global mass culture, but diverse oppositions of ‘privacy’ and ‘publicity’ categories in their key anthropological images. It seems to us to be no coincidence that exploitative culture is presented by researchers primarily in the anthropological dimension of race and sex. While considering the heroic characters proposed to be scaled for the era of modernism, it is necessary to account for the invariative content, which was reflected in gestalt of the ‘worker’ by E. Junger, and its particular historical variations. We pay our attention to the pedagogical system suggested by A. Makarenko, and the system of fostering actors of the future by V. Meyerhold as projects of the taylorisation of school and theater. The contemporary culture which, as a result of racial protests in the USA, has tended to be attributed with the predicate ‘exploitative’ reveals the exploitative meanings of the worker’s gestalt in the image of the zombie and the phenomenon of zombification associated with it. As a result of this study, conclusions were drawn regarding the continuity of the anonymous image of the ‘worker’ E. Junger and the film image of the zombie as one of modern culture’s most demanded anonymous generalised characters of the masses. Their affinity is as follows: the ‘worker’ of E. Junger is not a social, much less an economic category, it is the most common anthropological metaphore of ‘generic attributes’ to characterise the modernism era, like a zombie character in contemporary mass culture. However, if gestalt of ‘worker’ by E. Junger means the totality of creation of a new world, then the zombie character in contemporary mass culture is associated with the totality of devastation.
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Aquino, Eduardo. "Copacabana Non-Public: Toward a New Public Attitude." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.52.

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More than a physicality, public space is a condition beyond an urban fragment or locality. Before it becomes a place, public space exists as a shared value. The devastation of the Amazon forest by multinational meat producers, the launch into space of a Tesla Roadster by Elon Musk, shootings in public schools, and the development of a new Trump tower in a big city somewhere in the world are just some examples of spaces being taken over by the relentless neoliberal advances into places that were once shared or not claimed at all, or simply considered “public.” This process of takeover happens persistently in our cities, through ever-subtle or overstated methods by corporations and governments, by disfranchised groups, empowered tribes, or simply disguised by over-regulation. Starting from the premise that, in fact, “public space” as we know does not exist, this paper explores the notion of “non-public” as a critical foundation for a new reclamation of our cities. The paper plays the devil’s advocate to counterpoint the frequent academic discourse that references public space as a normalized urban entity. Taking on a shifted direction Copacabana Non-public challenges the notion of what constitutes “public space” to change so many fixed assumptions. Instead of dancing around the subject, it exercises the consideration of the conditions that make public space in reality non-public—its constituencies and jurisdictions, its stakeholders and claimants, its crisis and promises. Taking Copacabana beach as a study case, Copacabana Non-public seeks to map out the real actors of public space to locate new strategies of engagement to transform its pseudo-public character, to identify policy and design strategies that reclaim urban spaces for more democratic citizenries.
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Pasandaran, Sjamsi, Erica Larson, and Deitje Katuuk. "Development of Public Ethics Based on Cultural Diversity through Character Learning in Schools." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.86.

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Palupi, Fitria Hayu, Ana Wigunantiningsih, Luluk Nur Fakhidah, Siskana Dewi Rosita, and Dewi Arradhini. "Effect of Family Support on Child Growth and Development in Sukoharjo, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.53.

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ABSTRACT Background: Impaired growth and development of children remains a serious problem globally. The role of the family, especially the support and participation of parents are the important factors in monitoring the growth and development of infants/ toddlers. This study aimed to determine the effect of family support on the growth and development of infants/ toddlers. Subjects and Method: This was a cross-sectional study conducted at Kragilan Village, Mojolaban, Sukoharjo, Central Java in November 2018. The study subjects were total of 115 mothers with children aged 1-60 month. Multistage cluster sampling technique was conducted. Dependent variable was growth and development of children. Independent variable was family support. The data for family support was collected by questionnaire. The data for growth of infants/ toddlers was collected by assessing growth chart (monitoring whether weight gain or loss from previous month), assessing length/height-for-age (normal height or stunted), head circumference measurement (macrocephalic/ microcephalic/ normocephalic), and assessing teething chart (erupts/ loss of teeth in accordance with age or not). The data for development of infants/ toddlers was collected by evaluating the gross motor, fine motor, language, and social skills based on child development pre-screening questionnaire. Results: Good family support increases growth (b= 0.895; p <0.001) and development (b= 0.337; p <0.001) of infants/ toddlers. Conclusion: Good family support increases growth and development of infants/ toddlers. Keywords: family support, growth, development Correspondence: Fitria Hayu Palupi. Midwifery Study Program, School of Health Science Mitra Husada Karanganyar. Jl. Brigjen Katamso Barat, Papahan, Tasikmadu, Karanganyar, Central Java, Indonesia. Email: fitriahp45@gmail.com. Mobile: +6285326848008. DOI: https://doi.org/10.26911/the7thicph.03.53
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Reports on the topic "Public charter school"

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Fryer, Roland. Injecting Successful Charter School Strategies into Traditional Public Schools: A Field Experiment in Houston. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17494.

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Abdulkadiroglu, Atila, Joshua Angrist, Susan Dynarski, Thomas Kane, and Parag Pathak. Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots. Cambridge, MA: National Bureau of Economic Research, November 2009. http://dx.doi.org/10.3386/w15549.

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Hager-Godat, Lynnette. The effects of public progress charts upon self-pacing in a PSI course in social studies in a traditional middle school. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3052.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.
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National report 2009-2019 - Rural NEET in Montenegro. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrme.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Montenegro. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2011 and 2019, the youth population aged 15 to 29 years has been decreasing in Montenegro. Youth unemployment in rural areas is more noticeable, even though the youth unemployment rate is higher in cities. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications and young people in the category of early school leavers in rural areas between 2011-2019. Finally, the proportion of NEETs in Montenegro is higher in rural areas, compared to urban regions, thus revealing territorial inequalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Portugal. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrpt.2020.12.

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This report outlines in detail the situation of rural youths Neither in Employment, nor in Edu-cation or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Portugal. To do this, the report portrays indicators of: youth population; youth em-ployment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopts the degree of urbanisation as a central criterion, thereby enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Portugal. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Portugal is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial in-equalities in access to employment and education opportunities.
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National report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Spain. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characterisation of all indicators adopted the degree of urbanisation as a central criterion, enabling propor-tional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail.The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets.In the last ten years (2009 - 2019) a significant portion of the Spanish youth population has migrated from rural areas to cities and towns. This migration trend could be explained by the economic crisis which impacted upon Spain from 2008 onwards. Data shown in this report makes visible the vulnerability of rural NEET youth to these downturns from 2009 to 2013. In line with this, Early-school leaving (ESLET) and unemployment rates in rural areas were more pronounced in 2013 and the following years for rural youth in comparison with youth living in urban areas and towns. However, in the last two years (2017-2019) there has been a sharp decrease in these indicators placing youth living rural areas, on average, in line with the rest (i.e., an average NEET youth rate in Spain 15% versus 16% for rural areas).
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National report 2009-2019 - Rural NEET in Bulgaria. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.ndbg.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Bulgaria. To do this, the report utilised indicators of: youth population; you-th employment and unemployment; education; and, NEETs distribution. The characteri-sation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the indi-cators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that between 2009 and 2019 the rural youth population aged 15 to 24 years has been increasing in Bulgaria. Although the youth unemployment rate is higher in cities, rural areas faced more difficulties in overcoming the effects of the crisis, particularly among young adults aged over 25 years. In the field of education, however, there was an absolute and relative reduction in the proportion of young people with lower qualifications compared with young people in early school leavers in rural areas between 2009-2019, even though it still remains well above the 10% target defined by the Europe 2020 strate-gy. Finally, the proportion of NEETs in Bulgaria is higher in rural areas, in all age groups with available data, compared to cities and towns and suburbs, thereby revealing territorial inequalities in access to employment and education opportunities
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National report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.

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This report outlines in detail the situation of rural Youths Neither in Employment, nor in Education or Training (NEET) aged between 15 and 34 years old, over the last decade (2009-2019) in Germany. To do this, the report utilised indicators of: youth population; youth employment and unemployment; education; and, NEETs distribution. The characte-risation of all indicators adopted the degree of urbanisation as a central criterion, enabling proportional comparisons between rural areas, towns and suburbs, cities and the whole country. These analyses are further divided into age subgroups and, where possible, into sex groups for greater detail. The statistical procedures adopted across the different selected dimensions involve: des-criptive longitudinal analysis; using graphical displays (e.g., overlay line charts); and, the calculation of proportional absolute and relative changes between 2009 and 2013, 2013 and 2019, and finally 2009 and 2019. These time ranges were chosen to capture the in-dicators evolution before and after the economic crisis which hit European countries. All data was extracted from Eurostat public datasets. The analyses show that the rural youth population aged 15 to 24 years significantly increa-sed between 2009 and 2012 and then decreased slightly until 2019. The youth employment rate in Germany is generally increasing, and is at all times significantly higher in rural areas than in cities, towns and suburbs. The reverse trend applies to youth unemployment, which generally decreased in the observed period and which is at all times lowest in rural areas. A look at educational attainment levels showed a slight decline in rural areas of low educated persons between 2009 and 2019, while the proportion of rural youth with medium and high education slightly increased. At the same time, the proportion of early school leavers in rural areas after an increase until 2011, fell sharply and reached the 2009 level again by 2019. Be-ing 9% in 2019, it remains, at least in rural areas, slightly below the 10% target defined by the Europe 2020 strategy. Finally, the proportion of NEETs in Germany is lower in rural areas in all age classes and as a whole decreased significantly from 2009 to 2019.
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