A Comparison of Public and Charter School Board Governance in Three States

In this article we compare the governance behaviors and preferences of nonprofit charter school board members with traditional elected public school board members in Michigan, Minnesota, and Wisconsin. Using originally collected survey data, we find that nonprofit charter school board members are less likely to place emphasis on relations with the public, engage in conflict, be ideologically diverse, and perceive the executive as responsible for key governance tasks than traditionally elected public school board members. The findings provide new information for policymakers weighing the potential benefits of education privatization through the use of nonprofit charter schools against the potential loss of democratic board accountability.     

Do magnet and charter schools exacerbate or ameliorate inequality?

School choice typically refers to opportunities to enroll youth in public and/or private educational alternatives to traditional neighborhood public schools. While these options continue to grow in the United States under the umbrella of school choice, magnet and charter schools are the most common forms of public school choice. In this article, we review the development of school choice and the differing historical and philosophical origins of magnet and charter schools. We then summarize what we know about the extent to which these public choice options exacerbate or ameliorate two forms of inequality—academic achievement and school segregation by race and class. Research suggests that magnet schools often encourage racial and class diversity, while charters contribute to racial and socioeconomic isolation. While low‐income minority students may benefit academically from attending magnet schools, it is unclear whether charter schools have any effect on achievement when comparing charter school students to their counterparts in traditional public school. We expect that continued growth of magnet schools will likely promote school diversity both within and between districts, though some types of magnets may also inadvertently promote segregation. However, expansion of the charter school sector will heighten school segregation and exacerbate racial and socioeconomic isolation.     

KIDS OR CASH? EXPLORING CHARTER SCHOOL RESPONSES TO DECLINING GOVERNMENT REVENUES

While the literature is extensive on school districts' revenue sources, less research has been done on the impact of donations on school district funds. In this paper, we extend the theoretical literature on crowding out of private donations by government grants for one type of nonprofit firm, namely charter schools. The theoretical model leads us to focus on the key relationships among fundraising effort, enrollment (which is tied to federal and state funding) and donations. Using a dataset on Texas charter schools we adopt a two-stage approach to examine the empirical relationship between changes in nondonor revenues and the donations received by charter schools. Like the extensive empirical estimates of the effects of government grants on donations for other types of nonprofit firms, we find evidence of crowding-out with respect to our sample of charter schools. We also find a significant, positive effect of fundraising on donations with a $1 increase in fundraising associated to a $0.58 increase in donations, a pattern consistent with overinvestment in fundraising. Enrollments exhibit a robust inverse relationship to changes in nondonor revenues. (JEL H00, H32, H50)     

A Different Kind of Discipline: Social Reproduction and the Transmission of Non‐cognitive Skills at an Urban Charter School

A key component of recent school reform policies has been the authorization of public charter schools. A subset of public charter schools, often termed “no excuses” schools, have received national attention for their students’ academic success; however, scholars have recently begun to question the role of the schools’ authoritarian discipline systems in the process of social reproduction. This study examines the extent to which authoritarian discipline systems are necessary for success at “no excuses” schools, drawing upon qualitative research at a strategic site: a school that adopts many of the practices of “no excuses” schools while also pursuing a relational approach to discipline. Qualitative analysis of classroom observation and interview data finds that a relational approach to discipline cultivates non‐cognitive skills more closely aligned with the evaluative standards of middle‐class institutions, such as skills in self‐expression, self‐regulation, problem‐solving, and conflict resolution. A comparison of academic achievement data also suggests that “no excuses” schools may be able to implement relational discipline approaches without sacrificing academic success on a key predictor of future academic performance.     

The rise of market-based “choice” programs: 100 years of social sorting in social welfare services

Social service programs in the United States increasingly focus on giving individuals and families more “choices.” The approach is exemplified by “choice programs,” where people receive services through various forms of market participation. Examples of choice programs include defined contribution retirement plans, housing vouchers, charter schools, and health insurance marketplaces. Individuals across the socioeconomic spectrum have become accustomed to choice programs, and one's social status greatly affects the types, qualities, and prices of services people receive. The importance of the conversation around choice programs for providing access to resources is immense. Yet, despite contentious debate about their utility, we lack a comprehensive understanding of the institutionalization and widespread adoption of choice programs across a diverse range of social service domains. This article synthesizes stratification literature on retirement, healthcare, education, and housing to document the historical rise of choice programs. Particular attention is given to explaining how behavioral patterns and routines become second nature, altering who benefits, who is left out, and the overall effectiveness of the social welfare system.     

Help to Family and Friends: Are There Gender Differences at Older Ages?

This paper uses recent data from the Wisconsin Longitudinal Study (N = 5,220) to explore gender differences in the extent to which adults in their 50s and 60s provide informal help to their adult children, elderly parents and friends We find that both men and women report very high levels of helping kin and nonkin alike, though women do more to assist elderly parents and women provide much more emotional support to others than do men. Men provide more assistance than do women with "housework, yard work and repairs." As they retire from the workforce, married men become significantly more involved in the care of their grandchildren, virtually eliminating any gender difference by the time they are in their 60s.     

STUDENTS WHO CHOOSE AND THE SCHOOLS THEY LEAVE: Examining Participation in Intradistrict Transfers

Data from one urban school district is analyzed to examine equity‐based arguments about school choice as they pertain to intradistrict transfer policies. We specifically examine which factors influence the propensity for parents to participate in choice, and how choice schools differ from the schools that students are zoned to attend. We find that advantaged and disadvantaged parents make similar choices in that they are both likely to choose more affluent schools with better academic records than the schools they are zoned to attend. However, these choices operate in different spheres, as advantaged parents choose the most affluent schools with the best academic records, and disadvantaged parents choose away from the least affluent schools with the worst academic records to schools that are slightly better.     

Charter School Authorizations as Disputes: How School Board Members Justify Their Votes in a Neoliberal Context1

For charter schools to open they must gain the approval of an authorizing body, most commonly a local school board. When deciding whether or not to authorize a particular charter, school board members often engage in public disputes that entail clashes between multiple and conflicting conceptualizations of the goals of education. Drawing on insights from pragmatic sociology and institutional theory, this paper examines videos of 119 public meetings to document how members of a large, urban school board drew on competing ways of conceptualizing the common good to justify their votes on charter school authorizations. Moreover, it also shows how the neoliberal context of contemporary education limited the range of justifications used. Even school board members who argued against charter school authorizations did with justifications draped in neoliberal language. Neoliberalism thus impacted decisions not by becoming cognitively taken‐for‐granted but rather by shaping the range of arguments made for or against the choice to authorize particular schools.     

Managing moods and parenting: Perspectives of former system youth who struggle with emotional challenges

Young adults who were served in public systems of care as children are much more likely than their peers to be parenting in adolescence and young adulthood. They are also more likely than their counterparts to have a history of mental health problems. This study examined the perspectives of young adult parents with mood problems who had been involved in public systems of care before age 18. Qualitative interviews with twenty-eight participants were analyzed to examine the experience of managing moods and parenting. Young parents described how their symptoms impact their parenting and how parenting impacts their coping. They also described the strengths and challenges of using mental health services while parenting. Findings highlight the need to provide interventions that include supports for both parenting and symptom management and for providers to include both tangible and emotional support in their interventions.     

Corporate Strategy and Gendered Professional Identities: Reorganization and the Struggle for Recognition and Positions

Will decentralization of responsibilities in services give women service workers at the lower levels of the organization better and more ‘professional’ jobs and a recognition of their importance in the organization? This article looks at the valuation of so‐called women's skills in services in reorganization processes involving dehierarchization and decentralization of responsibilities. Through four cases of reorganized private and public services in Norway it is shown that more focus on customers and decentralization of responsibilities for the services may lead to recognition of gendered skills and an improved position for women service workers at the lowest levels of the organization. When the tasks of the workers are closely linked to the core function of the organization and not dominated by the organization's ‘dirty work’, the women at the lowest levels may obtain a more ‘professional’ work role and their work be recognized as important for the organization.     

Parent’s Perceptions of Involvement in Children’s Education: Findings from a Qualitative Study of Public Housing Residents

Parent involvement in children’s education is an important element in enhancing academic achievement and promoting positive behavior in young people. This qualitative study uses a Grounded Theory approach to examining parent’s perceptions of their ability or inability to be involved in their children’s education by querying about factors impacting involvement and their experiences overcoming barriers. A semi-structured interview guide was used to collect data on parents (N = 12) of youth who participate in a public housing after-school program by way of focus groups. Results suggest that parents are hopeful about engaging in education, but often fail to become actively involved because they feel marginalized. Furthermore, tangible barriers, a hurdle they were previously able to combat, was more challenging for them to overcome in the face of oppression. Marginalization is manifested cyclically for these parents. Implications for strategies helping parents become more involved in the educational process are identified.     

Multicultural desires? Parental negotiation of multiculture and difference in choosing secondary schools for their children

This paper considers the ways in which parents talk about choosing secondary schools in three areas of Greater Manchester. It argues that this can be a moment when parents are considering their own attitudes to, and shaping their children's experiences of, multiculture. Multiculture is taken as the everyday experience of living with difference. The paper argues that multiculture needs to be understood as shaped not only by racialized, ethnic or religious difference (as it is commonly understood) but also by other differences which parents may consider important, particularly class and approaches to parenting. We stress the need to examine what parents say about schooling in the context in which they are talking, which is shaped by local areas and the experiences of their children in primary schools. Based on interviews with an ethnically mixed groups of parents from different schools, we show how perceptions of the racialized and class demographics of schools can influence parents' choice of secondary schools. The paper also argues that attention needs to be paid to the ways in which terms such as ‘multicultural’ and ‘mix’ are applied uniformly to very different contexts, be they particular schools or local areas, suggesting there is a paucity of language in Britain when talking about multiculture.     

Re-familisation of the Czech Family Policy and its Causes

In this paper we analyse the shift of family related policies (benefits, daycare services and labour market policies) from the state-socialist model toward re-familisation in the Czech Republic after 1989. We demonstrate that the policies negatively influence the possibilities for parents—and especially mothers—to balance work and family life. We concentrate on the question of why the government implemented such policies, despite their negative consequences. Our analysis indicates that the communist ideological legacy (disadvantageous conditions for ideology of feminism, poor experiences with the quality of daycare) and the communist economic legacy (pressures on the public budget) have played a major role in shaping post-communist family policies. Our analysis also indicates that this legacy may be beginning to break down as the policies of re-familisation are coming into conflict with the needs and aspirations of the population and policy makers become more and more forced to confront the fertility problem.     

Middle‐Class Parents,Urban Schooling,and the Shift From Consumption to Production of Urban Space

Dominant approaches to the study of gentrification tend to attribute this process either to the production of urban space by elites or to the consumption of urban space by individual consumers. In this article, we take a preliminary step toward bridging this gap by illustrating how these groups may, in some cases, be the same actors. Drawing on in‐depth interviews with middle‐class parents in Boston, we explore the transitions that gentrifiers undergo as they age and have children. As young singles and childless couples, our respondents interacted with the city mainly as passive consumers. Years later, however, facing pressures to relocate in search of high‐quality educational options, these parents emerged as active producers of the urban landscape through their substantial involvement in their children's public elementary schools. This school‐based engagement reinforced their loyalties to their neighborhoods, dissuading them from moving to the suburbs. Since it is based on intense interactions with small local institutions, though, this strategy will likely be more difficult for parents to sustain in larger, less personal high schools. Thus, these parents may reconsider their dedication to city living as their children age. We discuss the implications of this research for urban theory and policy.     

Healthy, educated and wealthy: A primer on the impact of public and private welfare expenditures on economic growth

In this paper, we provide first evidence of the impact of public and private expenditures in health and education on economic growth, via their influence on people's health, skills and knowledge. We consider a growth accounting framework in order to test whether countries that devote a larger amount of resources to the consumption of health and educational services experience higher growth rates. We also test whether the effects on economic growth of public expenditure in health and education differ from those of private expenditure. Our empirical analysis is based on a panel of 19 OECD countries observed between 1971 and 1998. The results are consistent with the hypothesis that health and education expenditure affects positively growth. The estimated impact is stronger for health than for education. More importantly, we find some evidence that public expenditure influences GDP growth more than private expenditure.     

关于建立上海郊区差别化管理体制机制研究

建立上海郊区差别化管理体制机制的总体思路是:以主体功能区划分为基础,根据各区(县)不同的主体功能和开发任务,实施差别化政策;按照"二级市"的要求,简政放权,增强郊区自主发展权和统筹协调权;适度调整市、区财政分配体制,使郊区各区(县)事权与财权相匹配;建立和完善财政转移支付、土地利用激励、财政激励、生态发展激励和绩效考核五大机制,促进郊区差别化管理,增强郊区统筹协调发展的能力;实施"强镇扩权",创新郊区基层管理体制机制,增强郊区发展活力。上海建立郊区差别化管理体制机制,还需适当调整郊区城市建设标准、制定全市统一的公共服务资源配置和设施建设标准、增加郊区人口导入区城市管理和公共服务资源配置、规范简政放权的工作机制。     

Expectations,education, and opportunity

Using a long panel of youths, we establish a causal link between parental expectations regarding education and educational attainment. In particular, we use an instrumental variables approach to find that the child’s chances of obtaining a high school or college degree are increasing in the parent’s expectations of the likelihood of these events. We then use differences between the objective likelihood of a child’s educational attainment and the parents’ subjective probabilities to consider the hypothesis that lower educational outcomes among certain groups are driven by a “culture of despair,” where children are low-achieving because they are expected to underachieve. While we do find that children from households with lower levels of income, wealth, and parental education are less likely to attain high school and college degrees, we reject the hypothesis that this is driven by low subjective expectations of educational success. Rather, we find that parents from disadvantaged groups have expectations for the educational outcomes of their children that differ more from the statistical likelihood of these outcomes than do parents of children from advantaged households. That is, we find that parents in more disadvantaged households are more optimistic about the educational outcomes of their children than those from more advantaged households.     

Managerial and professional beliefs influencing public health privatization: results of a national survey of local health department directors

This article describes managerial and professional beliefs underlying decisions to privatize public health services. We drew a stratified, nationally representative sample of local health departments and interviewed 347 department directors by telephone. We used logistic regression to establish the independent effects of various beliefs on the decision to privatize. Over half of directors did not believe that there was valid evidence that privatization results in more efficient performance, and those who believed there was such evidence were not more likely to privatize. However, directors held professional and managerial beliefs that influenced their decision to privatize. Directors most likely to privatize were those who believed that local health departments should exclusively focus on the core public health functions, those who asserted that public health should become involved in an increasingly diverse array of social problems, and those who believed that employees should be used on a temporary and contractual, rather than permanent, basis wherever possible.     

The development of collective moral leadership among parents through education organizing

It is often assumed that parent participation in schools is primarily based on self-interest and that this is a frequent source of contention between parents and teachers. This article examines the experiences of members of the Jamaica Plain Parent Organizing Project (JP-POP), a community-based organization in Boston, and reveals that some parents have learned to act beyond their individual self-interest and to organize on behalf of the entire community as a result of their participation. The authors present qualitative data from interviews with JP-POP members to ascertain the motivations behind their initial decisions to become involved in education, the benefits they derive from their participation, and the gradual evolution of narrow definitions of self-interest to more communal understandings. Finally, they draw out implications for the potential capacity enhancement of community-based organizations in education at both the institutional and district levels.