By J. Powers
This booklet starts off with the claims of policymakers and explores constitution colleges at each one level of the policymaking approach, from laws to implementation. Powers rigorously and punctiliously examines how beneficial properties of faculties' coverage contexts form the ways in which constitution tuition reform unfolds at faculties, supplying a nuanced portrait of the colleges partaking during this a lot mentioned and little understood reform stream. whereas policymakers are usually at risk of making sweeping claims concerning the efficacy of constitution colleges, in perform constitution tuition reform is way extra complicated. by way of drawing on an in depth and compelling variety of knowledge, Powers assesses the validity of policymakers’ claims.
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Extra resources for Charter Schools: From Reform Imagery to Reform Reality (Palgrave Studies in Urban Education)
Charter schools also have wider grade spans and are more likely to offer specialized instructional programs than conventional public schools. Both charter school principals and teachers tended to have less experience and shorter tenures in their positions. In addition, charter school principals’ salaries were substantially lower than that of their conventional public school counterparts. Charter school teachers tended to be younger and were more likely to not be uncertified in their main teaching field than conventional public school teachers.
38 / charter schools Discussion This chapter has provided an overview of some of the characteristics of charter school legislation and the schools created under its auspices. Not only do the goals for charter schools reform vary considerably from state to state, but there is also a considerable amount of variation in the specific provisions of the charter school laws that enable the creation of charter schools. In general, compared to conventional public schools, charter schools tend to serve more African American students and fewer white students.
These differences in location do not fully account for the demographic differences in the student populations across the two sectors described above. 5 I provide a demographic breakdown of the populations of conventional public schools and charter schools located in cities. 2). 6 provides a breakdown of the percentages of schools of each type that serves each grade from kindergarten to grade twelve. Rather than analyzing all possible grade configurations, for the purposes of brevity, I present an overview of how many schools of each type offered each grade from kindergarten to grade twelve.