Bang for the Buck: Autonomy and Charter School Efficiency in Milwaukee

Charter schools are a relatively new phenomenon in American education. Since the first charter school opened in Minnesota in 1991, they have expanded to 42 states and represent 6.2% of all public schools in the country.¹ This growth has been attributed to a number of factors, chief among them evidence that charter schools can improve performance (Lamdin and Mintrom, 1997). While there is a substantial evidence for relative performance benefits of charter schooling (e.g. CREDO, 2015) far less research been conducted on the efficiency of charter schools relative to traditional public schools. What research there is has produced both positive (e.g. Wolf et. al., 2014) and negative results (e.g. Carpenter and Noller, 2010). What can account for the disparity in these findings? In this paper, I make the case that differences in charter efficiency may be accounted for by differences in their level of autonomy from the school district. I base this argument on economic theories that the devolution of power to the lowest level possible tends to produce gains in efficiency (Johnson, 1991; Duncombe and Yinger, 1997). Those that are “on the ground” are thought to be more effective at monitoring expenditures, and allocations of resources have to pass through less ‘red tape (Hess 2006).’ In addition, more autonomous charter schools better fit the original purpose of charter schools in devolving power from centralized authorities (Budde, 1996). In order to test this theory, I take advantage of a unique situation that exists in Milwaukee, Wisconsin in which three types of charter schools with varying levels of autonomy operate simultaneously. Using school type as a proxy for autonomy, I find that more independent charter schools are more efficient than traditional public schools and charter schools with less autonomy.     

Self-study courses in undergraduate science teaching: The report of a survey

This paper surveys the use of self-study courses in universities, polytechnics and colleges in the United Kingdom and Ireland. These are an increasingly common alternative to the traditional lecture-tutorial course in undergraduate science teaching. They place great emphasis upon individual study by students of prepared materials, primarily in the form of written units.Forty-three such courses in the physical, social and applied sciences were located and surveyed by means of questionnaires, interviews and discussions. This paper describes the background against which these courses have been introduced and reviews the wide variety of approaches to self-study courses which emerged. The outcomes of the courses are also reported in terms of examination performance, staff and student reaction. Finally, the paper collects together the lessons learnt by the teaching staff in introducing self-study courses and considers the influence of certain emerging trends upon the future of self-study courses in undergraduate science.     

Knowledge management technology-in-practice: a social constructionist analysis of the introduction and use of knowledge management systems

This paper argues that Knowledge Management Technology (KMT) is socially constructed in use based on the affordances and constraints of the technology artefact. Since many Knowledge Management (KM) systems are introduced with vague purposes (such as to improve knowledge sharing) it is therefore their affordances and constraints which strongly shape the socially constructed ‘KMT-in-practice’. The paper argues that knowledge is also socially constructed and that knowledge creation requires an element of surprise and challenge to routine. Using a case study of the British Council's KM programme between 1998 and 2003, the paper explores the social construction of a KMT as it is developed and used; describing how various features afforded by the technology influence its adoption and institutionalisation. The paper concludes by arguing that KMTs-in-practice, which are successful in supporting knowledge creation, must paradoxically remain in a state of neither stabilisation and acceptance, nor abandonment and disuse. Practical implications of how this might be achieved are provided.     

Liberal Ideals,Postmodern Practice: A Working Paradox for the Future of Secondary School Art Education in England?

Modern liberal rationales continue to inform a majority of teaching and learning in English art classrooms. In a postmodern Western society increasingly informed by neoliberal globalisation this approach begins to look either like an anachronism or an act of outmoded pedagogic resistance. What is certain is that the modern liberal tradition is increasingly irrelevant to a young generation of learners, but while alternative paradigms have subsequently been suggested none have come to replace the stubbornly established rationales of modernism and liberalism. This article suggests novel futures for the justification and relevance of art education that move beyond those currently prevalent. Preferable futures are suggested that synthesise postmodern practice with liberal ideals in a paradox requiring creative consideration. While the difficulties of drawing upon such contradictory rationales are noted, a case is made that if such a purpose might be accepted and imbedded in art educational futures, then there may result a more relevant and sustainable future for art education in England.     

Modelling age and secular differences in fitness between basketball players

Concerns about the value of physical testing and apparently declining test performance in junior basketball players prompted this retrospective study of trends in anthropometric and fitness test scores related to recruitment age and recruitment year. The participants were 1011 females and 1087 males entering Basketball Australia's State and National programmes (1862 and 236 players, respectively). Players were tested on 2.6 +/- 2.0 (mean +/- s) occasions over 0.8 +/- 1.0 year. Test scores were adjusted to recruitment age (14-19 years) and recruitment year (1996-2003) using mixed modelling. Effects were estimated by log transformation and expressed as standardized (Cohen) differences in means. National players scored more favourably than State players on all tests, with the differences being generally small (standardized differences, 0.2-0.6) or moderate (0.6-1.2). On all tests, males scored more favourably than females, with large standardized differences (>1.2). Athletes entering at age 16 performed at least moderately better than athletes entering at age 14 on most tests (standardized differences, 0.7-2.1), but test scores often plateaued or began to deteriorate at around 17 years. Some fitness scores deteriorated over the 8-year period, most notably a moderate increase in sprint time and moderate (National male) to large (National female) declines in shuttle run performance. Variation in test scores between National players was generally less than that between State players (ratio of standard deviations, 0.83-1.18). More favourable means and lower variability in athletes of a higher standard highlight the potential utility of these tests in junior basketball programmes, although secular declines should be a major concern of Australian basketball coaches.     

Community College and High School Reform: Lessons from Five Case Studies

The research reported in this paper examined a set of innovative high school programs on community college campuses. Specifically, a full-time dual enrollment program and 4 middle college high schools were studied. The authors used in-depth interviews and observational data to investigate the structure, processes, and perceptions of effectiveness of the programs. The study found multiple missions for these programs and identified common features that appear to play an important role in their formation and relative success. Although constituent perceptions of effectiveness were overwhelmingly positive, the programs did not systematically collect and analyze empirical evidence of their effectiveness.     

Changes in player characteristics and match activities in Bledisloe Cup rugby union from 1972 to 2004

Abstract

To illustrate changes in elite rugby union match activities, we analysed coded videotape recordings of the first match in each Bledisloe Cup series played between Australia and New Zealand from 1972 to 2004. We also analysed the stature and body mass of players. Effects associated with professionalism, weather conditions, and time (expressed as change per decade) were estimated with a simple generalized linear model and standardized for interpretation of magnitude. The sample size permitted confident conclusions about effects that were of at least moderate magnitude (standardized mean difference >0.6). Increases in passes, tackles, rucks, tries, and ball-in-play time were associated with the advent of professionalism, whereas there were reductions in the numbers of lineouts, mauls, kicks in play, and in mean participation time per player. Noteworthy time trends were an increase in the number of rucks and a decrease in the number of scrums. Good weather conditions were associated with increases in tries and points scored and with reductions in the number of kicks in play and participation time per player. With the advent of professionalism, players have become heavier and backs have become taller. Overall, there have been major changes in international rugby match activities and player size over the past three decades. We believe law changes and developments in match analysis, equipment technology, and player training have contributed to the changes associated with the introduction of professionalism.     

Variability and progression in competitive performance of Paralympic swimmers

Abstract

Analysis of variability and progression in performance of top athletes between competitions provides information about performance targets that is useful for athletes, practitioners, and researchers. In this study, 724 official finals times were analysed for 120 male and 122 female Paralympic swimmers in the 100-m freestyle event at 15 national and international competitions between 2004 and 2006. Separate analyses were performed for males and females in each of four Paralympic subgroups: S2–S4, S5–S7, S8–S10 (most through least physically impaired), and S11–S13 (most through least visually impaired). Mixed modelling of log-transformed times, with adjustment for mean competition times, was used to estimate variability and progression. Within-swimmer race-to-race variability, expressed as a coefficient of variation, ranged from 1.2% (male S5–S7) to 3.7% (male S2–S4). Swimming performance progressed by approximately 0.5% per year for males and females. Typical variation in mean performance time between competitions was ～1% after adjustment for the ability of the athletes in each competition, and the Paralympic Games was the fastest competition. Thus, taking into account variability, progression, and level of competition, Paralympic swimmers who want to increase substantially their medal prospects should aim for an annual improvement of at least 1–2%.     

Physiological,movement and technical demands of centre-wicket Battlezone,traditional net-based training and one-day cricket matches: a comparative study of sub-elite cricket players

Abstract

This study compared physiological, physical and technical demands of Battlezone, traditional cricket training and one-day matches. Data were initially collected from 11 amateur, male cricket players (age: 22.2 ± 3.3 year, height: 1.82 ± 0.06 m body mass: 80.4 ± 9.8 kg) during four Battlezone and four traditional cricket training sessions encompassing different playing positions. Heart rate, blood lactate concentration, rating of perceived exertion and movement patterns of players were measured. Retrospective video analysis was performed to code for technical outcomes. Similar data were collected from 42 amateur, male cricket players (23.5 ± 4.7 year, 1.81 ± 0.07 m, 81.4 ± 11.4 kg) during one-day matches. Significant differences were found between Battlezone, traditional cricket training and one-day matches within each playing position. Specifically, Battlezone invoked the greatest physiological and physical demands from batsmen in comparison to traditional cricket training and one-day matches. However, the greatest technical demand for batsmen was observed during traditional cricket training. In regards to the other playing positions, a greater physiological, physical and technical demand was observed during Battlezone and traditional training than during one-day matches. These results suggest that the use of Battlezone and traditional cricket training provides players with a suitable training stimulus for replicating the physiological, physical and technical demands of one-day cricket.