By J. Powers
This booklet starts with the claims of policymakers and explores constitution faculties at every one degree of the policymaking procedure, from laws to implementation. Powers conscientiously and carefully examines how positive factors of colleges' coverage contexts form the ways in which constitution tuition reform unfolds at colleges, supplying a nuanced portrait of the universities engaging during this a lot mentioned and little understood reform circulation. whereas policymakers are frequently susceptible to making sweeping claims concerning the efficacy of constitution colleges, in perform constitution college reform is way extra advanced. by means of drawing on an in depth and compelling variety of information, Powers assesses the validity of policymakers’ claims.
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Additional info for Charter Schools: From Reform Imagery to Reform Reality (Palgrave Studies in Urban Education)
Eastin’s bill stipulated that charter schools could only be attended by students who lived within the boundaries of its sponsor district; Hart’s bill did not contain geographic restrictions on charter school attendance other than that conversion charter schools had to grant enrollment preference to students living within their attendance boundaries. Finally, the two bills differed in their provisions for collective bargaining. Eastin’s bill stipulated that charter school teachers had to be certified and also that teachers would remain employees of the district for collective bargaining purposes, whereas Hart’s bill contained no such provisions.
In all three states, school districts can only grant charters to schools that will operate within their boundaries. In Michigan this requirement also applies to community colleges, which are also prohibited from operating PSAs in first class school districts, or districts with over 100,000 students. 5 There are no geographic restrictions on PSAs authorized by state public universities in Michigan. However, Michigan public universities are only empowered to authorize up to 150 PSAs. There are no limits on the number of PSAs that can be approved by the other PSA sponsors.
Likewise, teachers and administrators would have more flexibility to create policies to help students meet performance goals. In addition, expanding school choice would have two related benefits: “introducing competition and putting pressure on weak schools to do better” (Berman, Weiler Associates, 1988, 15). This latter claim anticipated some of the themes of charter school policy talk I described in chapter 1. 42 / charter schools A second overarching goal for reform was to “establish school autonomy, and empower parents, teachers, principals” (Berman, Weiler Associates, 1988, 3).
Charter Schools: From Reform Imagery to Reform Reality (Palgrave Studies in Urban Education) by J. Powers