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Articles 31 - 33 of 33
Full-Text Articles in Entire DC Network
Local Autonomy, Educational Equity, And School Choice: Constitutional Criticism Of School Reform, James J. Hilton
Local Autonomy, Educational Equity, And School Choice: Constitutional Criticism Of School Reform, James J. Hilton
New England Journal of Public Policy
Many critics of America's public education system hail parental or school choice, a program that allows public school systems to compete against one another and, under some proposals, against private educational institutions, for students and educational funding, as the answer to Americas educational crisis. Proponents argue that competition will force public schools to offer students a quality education or close. This article does not evaluate the claims of the parental-choice proposals; rather, it examines the difficulties inherent in funding such a system through traditional school finance mechanisms.
The Changing Nature Of Universities, Ernest A. Lynton
The Changing Nature Of Universities, Ernest A. Lynton
New England Journal of Public Policy
Excessive emphasis on research as the dominant measure of institutional as well as individual prestige and values has created a critical mismatch between the activities of American universities and societal expectations. This article traces the origins of the resulting crisis of purpose to the post-World War II surge in federal research support and articulates the urgent need for basic changes in university priorities at a time teaching and professional services have acquired both new importance and new complexity. It further describes current efforts toward a more balanced view of the components of university missions and a resulting shift in faculty …
Teaching African-American Children: The Legacy Of Slavery, Harold Horton
Teaching African-American Children: The Legacy Of Slavery, Harold Horton
New England Journal of Public Policy
The pathetic state of urban public school education offered to African-American children stems from slavery, when it was against the law to educate slaves, who were regarded as chattel. This article traces the history of the blighting of their minds by stripping those slaves of their African culture, and its effect on African-American children, as well as other children of color, today. Horton offers suggestions for coping with the problems of modern schools as related to respecting and teaching these children, pointing out that the system is the problem, not the children.