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Autor:
Sam Oldham, Katherine Crawford-Garrett
Publikováno v:
Education Policy Analysis Archives, Vol 27, Iss 0 (2019)
This research draws on qualitative data collected in Aotearoa New Zealand over a six-month period to examine the ways in which participants in Teach First New Zealand (TFNZ), an affiliate of Teach for All, discuss issues of poverty and educational un
Externí odkaz:
https://doaj.org/article/d91779f56f1a478bba1b75287a14dceb
Autor:
Elizabeth Anne Gilblom, Hilla I. Sang
Publikováno v:
Education Policy Analysis Archives, Vol 27, Iss 0 (2019)
In this study, we seek to contribute to the literature on traditional charter school (TCS) closure by examining the potential relationships among racial and socioeconomic enrollment characteristics, TCS age and early adopter status, student achieveme
Externí odkaz:
https://doaj.org/article/3ab4b18b1fea4f26a4593c9e58c771f1
Autor:
Elizabeth A. Gilblom, Hilla I. Sang
Publikováno v:
Education Policy Analysis Archives, Vol 27, Iss 0 (2019)
This study contributes to the growing body of research concerning the strategic geographic positioning of traditional charter schools (TCS) in urban areas and their segregative effect by considering economist Michael Porter’s concept of business cl
Externí odkaz:
https://doaj.org/article/640dfb4ce1524effa7475fce945bd349
Autor:
Ee-Seul Yoon, Christopher Lubienski
Publikováno v:
Education Policy Analysis Archives, Vol 25, Iss 0 (2017)
The normalization of school choice in the education system is purported to provide more schooling options for all families, particularly those who do not have the means to move into affluent areas with ‘better’ schools. Nonetheless, it is still u
Externí odkaz:
https://doaj.org/article/bc93793b74ad45c8b7db3454969f6131
Autor:
Jennifer C. LaFleur
Publikováno v:
Education Policy Analysis Archives, Vol 24, Iss 0 (2016)
This project contributes to the body of research examining the implications of the geographic location of charter schools for student access, especially in high-poverty communities. Using geographic information systems (GIS) software, this paper uses
Externí odkaz:
https://doaj.org/article/7f07c43e64c84df4919b030791ee1765
Autor:
Douglas J Gagnon
Publikováno v:
Current Issues in Education, Vol 18, Iss 3 (2015)
Recent research suggests that lower-income schools have less effective teachers than do more affluent schools. This study seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location. The resul
Externí odkaz:
https://doaj.org/article/4e17b65bf9604dee86f9016f339eb257
Autor:
Gary Lee Storie, Peter R. Denner
Publikováno v:
Current Issues in Education, Vol 18, Iss 3 (2015)
In the fall of 2012, Idaho implemented a plan to award bonus pay to schools whose students demonstrated academic growth based on the Betebenner (2008) method. This study examined the relationship of the amount of bonus paid to a school, the percentag
Externí odkaz:
https://doaj.org/article/72e9c13bfeb244e79987ecc0ab827a47
Autor:
Lyndsie Marie Schultz
Publikováno v:
Education Policy Analysis Archives, Vol 22, Iss 0 (2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically
Externí odkaz:
https://doaj.org/article/3c49c333f9404056ab9c60548d819fbe
Autor:
Bruce D. Baker
Publikováno v:
Education Policy Analysis Archives, Vol 22, Iss 0 (2014)
The Great Recession’s effect on state school finance systems was unlike previous downturns in the early 1990s and early 2000s in that it a) involved a greater loss of taxable income in many states, thus greater loss to state general fund revenues,
Externí odkaz:
https://doaj.org/article/185448031324471ebe7b2c68419ed163
Autor:
Samuel Rauschenberg
Publikováno v:
Education Policy Analysis Archives, Vol 22, Iss 0 (2014)
Differential grading occurs when students in courses with the same content and curriculum receive inconsistent grades across teachers, schools, or districts. It may be due to many factors, including differences in teacher grading standards, district
Externí odkaz:
https://doaj.org/article/e6c9b4e147904df0b5763d4c772486c0