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Full-Text Articles in Education
Charter School Closing Inequities: Do Automatic Closure Laws Target Black Charter Entrepreneurs And Black Students?, Ian Kingbury, Martha Bradley-Dorsey, Robert Maranto
Charter School Closing Inequities: Do Automatic Closure Laws Target Black Charter Entrepreneurs And Black Students?, Ian Kingbury, Martha Bradley-Dorsey, Robert Maranto
Education Reform Faculty and Graduate Students Publications
Charter schools can have their charters rescinded if they fail to meet performance metrics, which are often specified in the charter. In some states, however, charters must meet inflexible, standardized performance standards to survive. Through the lens of public choice theory, we hypothesize that charters that were established by African Americans and those which serve more African American students are more likely to close, and that state-imposed standardized closure rules exacerbate these inequities. Analyses using charter petitions (n=925) and National Center for Education Statistics data since 2010 (n=5,548), tend to confirm hypotheses: The percentage of African American students and having …
Experiences Of African American Teachers In Desegregated Pk–12 Schools: A Systematic Literature Review, Yonghee Suh, Brian J. Daugherity, Jihea Maddamsetti, Angela Branyon
Experiences Of African American Teachers In Desegregated Pk–12 Schools: A Systematic Literature Review, Yonghee Suh, Brian J. Daugherity, Jihea Maddamsetti, Angela Branyon
Teaching & Learning Faculty Publications
This literature review reports findings from 19 empirical studies on the experiences of African American teachers in PK–12 desegregated schools. The research questions were: What do we know about the experiences of African American teachers in desegregated PK–12 schools? What are the challenges African American teachers experience in desegregated PK–12 schools? In response to these questions, the article first discusses school desegregation after the Brown v. Board of Education decision and its impact on African American teachers as a historical backdrop. Findings from 19 studies were analyzed through grounded theory. Two core themes were identified from our findings: persistent structural …
Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams
Choice Without Inclusion?: Comparing The Intensity Of Racial Segregation In Charters And Public Schools At The Local, State And National Levels, Julian Vasquez Heilig, T. Jameson Brewer, Yohuru Williams
Educational Policy Studies and Evaluation Faculty Publications
We conduct descriptive and inferential analyses of publicly available Common Core of Data (CCD) to examine segregation at the local, state, and national levels. Nationally, we find that higher percentages of charter students of every race attend intensely segregated schools. The highest levels of racial isolation are at the primary level for public and middle level for charters. We find that double segregation by race and class is higher in charter schools. Charters are more likely to be segregated, even when controlling for local ethnoracial demographics. A majority of states have at least half of Blacks and a third of …
The Relationship Of Educational, Economic & Social Characteristics Of The Degree Of Desegregation In The Public Schools Of Kentucky, J. Frank Yeager
The Relationship Of Educational, Economic & Social Characteristics Of The Degree Of Desegregation In The Public Schools Of Kentucky, J. Frank Yeager
Masters Theses & Specialist Projects
The problem in this study was to examine the relationship of social-climate to the degree of desegregation in the public schools of Kentucky. This study attempted to determine the relationship of educational, economic and social characteristics of those school districts with bi-racial student bodies operating in Kentucky and the degree of desegregation experienced voluntarily by those districts during the period from 1955-56 school year through the 1963-64 school year.