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特许学校作为美国近10年发展起来的一种新型公立学校形式。以其灵活的办学形式、高效的办学绩效极大地促进了美国教育的公平。对这一办学形式产生背景、内在特性的分析以及与我国基础教育公平程度现状的比较,可以发现我国在促进教育公平的进程中可积极实施分类特许学校制度。引入绩效考评机制、逐步改变教育投资重心,明确国家责任,从而形成一个全社会重视基础教育公平建设的氛围。 相似文献
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针对美国特许学校的十项辩论 总被引:1,自引:0,他引:1
特许学校是美国公立教育改革的产物,围绕特许学校的产生和发展一直有赞成和批评两种截然相反的态度。通过对特许学校的辩论,可以了解特许学校办学机制和内外部条件。 相似文献
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美国特许学校面面观 总被引:3,自引:0,他引:3
自 1991年美国明尼苏达州创立第一所特许学校以来 ,到 1998年 9月 ,已有 34个州 (其中包括哥伦比亚特区 )通过《特许学校法》 ,开办的特许学校数量达 10 50所 ,仅在 1998年 9月新开设的特许学校就有 361所。不过各州分布不均 ,有些州虽然通过了《特许学校法》 ,但至今未开办特许学校 (这样的州有 9个 ) ,4 4 % (4 57所 )的特许学校集中在加利福尼亚州、密歇根州、亚利桑那州。至此 ,在美国公共教育中 ,一种新型的学校———特许学校蓬勃发展起来 ,为公共教育注入了一股新的活力。 一、什么是特许学校特许学校是一种独立的公立学校 ,由美… 相似文献
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特许学校作为美国近一二年发展起来的一种新型公立学校形式。以其灵活的办学形式、高效的办学绩效极大的促进了美国教育的公平。对这一办学形式特点、本土化分析以及与我国基础教育公平程度现状的比较后。可以发现我国在促进教育公平的进程中可积极实施分类特许学校制度,引入绩效考评机制、逐步改变教育投资重心,明确国家责任,从而形成一个全社会重视基础教育公平建设的氛围。 相似文献
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美国特许学校运动历经17余年的发展,在提高学生学习成绩、为家长提供更多教育选择方面取得了一定的成就.在新的形势下,需要通过创办新学校、关闭表现欠佳学校等策略将特许学校的发展方向转移到提高质量上来,从而推动整个公立教育系统追求卓越化的进程. 相似文献
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《Journal of School Choice》2013,7(2):101-130
ABSTRACT The fact that the reform movement in public education has directed greater attention to the needs of underperforming students than to those of gifted and talented (G/T) students is both well documented and not surprising in the current political climate. Some advocates for G/T education greeted the growth of charter schools as promising a more receptive environment for G/T students and programs. Indeed, enthusiasm was so great that early critics of charter schools worried that they would result in “creaming” G/T students from the general population leaving public schools in worse shape than before (Wells et al., 1999). However, not only has evidence of this “creaming” not been found but, rather, only approximately 30% of charter schools report that they have a G/T program at all (Gruber et al., 2002). The charter schools in this study (n = 49) were found to provide varied instructional programs and employ recommended practices such as acceleration and project-based learning to meet the needs of their G/T students. They don't focus on identification of G/T students. While some schools are based on a philosophy that all students are gifted, others only recognize the gifts and talents as they emerge. We found that these schools provide flexible grouping and independent learning plans to assure that all students can progress as far as possible as quickly as possible. 相似文献
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Lance D. Fusarelli 《Clearing house (Menasha, Wis.)》2013,86(1):20-24
Young adolescents’ low scores on the National Assessment of Educational Progress (NAEP) force the question of whether these students will be ready for college in four years. Our efforts to build a college-going culture emphasize strengthening students’ writing skills by using preservice teachers to lead writing marathons for at-risk middle school students on university visits. Structured interviews, surveys, and written reflections reveal that what students write about changes with age, their motivation to write varies, and their college aspirations and perceptions become more positive after completing several annual writing marathons on a college campus. The writing marathon structure makes the college visit truly meaningful to students, and it provides a compelling incentive to write by supporting characteristics of middle school students, as defined by the National Middle School Association (National Middle School Association [NMSA] 2003). The marathon model focuses on four key elements: setting, timing, small groups, and writers’ level of commitment. 相似文献
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This article compares student achievement of fourth graders in charter schools and district public schools in Newark, New Jersey. We find that Newark and New Jersey’s charter schools mirror the educational inequalities of the state as a whole, as well as its Abbott Districts. The data indicate that charter schools are similar to district urban public schools, with pockets of excellence and mediocrity. We measure school performance based on two criteria: actual test score performance, and the difference between actual and predicted performance. We find that some charter schools are able to achieve performance above predicted, given their school and student characteristics, while other schools do worse than predicted. Thus charter schools are not simply a magic bullet, but rather they warrant further investigation to see which practices work and which don’t, especially in a challenging urban setting such as Newark.Jason M. Barr is an Assistant Professor of Economics, Department of Economics, Rutgers University-Newark, Newark, NJ, USA. Louisa Visconti is a Research Associate, Department of Urban Education, Rutgers University-Newark, Newark, New Jersey, USA. Address correspondence to Alan R. Sadovnik who is a Professor of Education, Sociology and Public Affairs and Associate Director, Institute on Education Law and Policy, Department of Urban Education, Rutgers University-Newark, 165 Bradley Hall, Newark, NJ 07102, USA; e-mail: sadovnik@andromeda.rutgers.edu 相似文献
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Bryan Mann David T. Marshall Andrew Pendola Jason C. Bryant 《Journal of School Choice》2019,13(4):555-575
ABSTRACTRacial segregation has remained a lasting legacy of rural schools in southern states. Our article explains a case where community leaders created a diverse charter school to change its historical practice of an isolated White private school and isolated African American public schools. We scan documents and literature related to this integration strategy to surface key themes when using rural charter schools to alter patterns of school segregation. First, we explain pressing issues in rural schools. Second, we describe how segregation and inequality have evolved in the South. Third, we explain research showing how charter schools maintain patterns of school segregation, but with exceptions and nuances in certain contexts. Fourth, we consider the benefits and tensions surrounding one rural charter school that offers an integrated educational program. Benefits range from societal to individual as the school fosters an environment where students are exposed to diverse educational experiences. Tensions include shifting power and funding dynamics and the possibility of using a good example to shepherd in less effective charter models elsewhere. 相似文献
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择校制度是美国教育改革的一个中心议题。美国目前已形成特许学校、磁石学校、学费券、家庭学校等多种教育形式共同发展的多元化格局。本文以特许学校为例,从历史的角度阐述了美国择校制度的演进,择校制度的推行以及择校制度的效果,对我国基础教育改革具有借鉴意义。 相似文献
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特许学校是美国20世纪90年代出现的一种新型公立学校.经过10多年的发展,特许学校的办学绩效引起了美国教育界的广泛关注.本文介绍了美国加州关于特许学校绩效分析的一份最新报告. 相似文献
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AbstractThe population of English language learners (ELLs) and the number of charter school students have both increased rapidly over the past two decades, but no existing research has examined the role that charter school authorizers play to ensure that ELLs have equitable access to charter schools and that those schools implement research-based programs for ELLs. To fill this gap, our exploratory qualitative study employed a multiple-case case study approach to examine how 10 diverse authorizers considered ELLs in their authorizing practices. Guided by Honig’s (2006) three Ps framework (people, places, and practices), we examined how authorizing practices were shaped by external factors, the agency of the actors within the authorizing office, and by the local context in which the authorizer was situated. Overall we found that ELL-related authorizing practices varied widely across the sample, as some authorizers integrated ELLs into their practices, while others paid little explicit attention to ELLs. In terms of place, contextual factors at the state, district, and authorizer levels contributed to the variation. Within the people component of the framework, the commitment of authorizing staff members to improve access and quality for ELLs in charter schools was an important factor, as was the authorizer’s access to ELL-related expertise. We conclude by outlining implications for research, practice, and policy. 相似文献
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美国的特许学校是一种公办学校,由政府投资,不受传统的公立学校的很多规章制度的制约。以自由与责任兼顾的绩效责任制、灵活多样的课程设置、小班化的教学、自主性的教师聘用为特色。特许学校取得了很大的成效,促进了美国基础教育的公平。我们可以从我国的国情出发,借鉴美国特许学校的宝贵经验,来有效地改革我国的基础教育。 相似文献
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特许学校是美国近十年发展起来的一种新型公立学校形式。本文在介绍绩效责任理论含义和特许学校运动发展的基础上,从“立法”和“特许”的角度论述了特许学校新型的绩效责任制度,并结合图表分析了它与传统公立学校绩效责任的差异,最后简单说明了特许学校是如何发展内外部绩效责任的。 相似文献
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Nat Malkus 《Journal of School Choice》2016,10(4):479-494
ABSTRACTThe national debate over charter schooling has become increasingly heated in 2016, driven by polarized narratives about the students charters typically serve. Opponents argue charters cream-skim more advantaged students, while proponents hold they primarily serve historically disadvantaged students. National evidence on charter student selectivity has not kept pace with these arguments. Rigorous comparisons of charter and traditional public schools (TPSs) have limited scope and generalizability, while oversimplified national comparisons are often misleading. This essay presents a novel method for national comparisons of charter schools’ student poverty, special education, limited English proficient (LEP) composition and discipline rates, to those of their nearest five TPS neighbors. Findings show that charters’ student compositions differ from those in neighboring TPSs, but not in uniform ways. 相似文献