Author: Portia Viola ParrattPublisher:
ISBN:
Category : Public schools
Languages : en
Pages : 256
Book Description
The Public Schools of Metropolitan Chicago
Author: Portia Viola ParrattPublisher:
ISBN:
Category : Public schools
Languages : en
Pages : 256
Book Description
The Government of Education in Metropolitan Chicago
Author: John Albert ViegPublisher:
ISBN:
Category : Education
Languages : en
Pages : 314
Book Description
Directory of the Chicago Public Schools
Author: Chicago (Ill.). Board of EducationPublisher:
ISBN:
Category : Chicago (Ill.)
Languages : en
Pages : 224
Book Description
The Geography of Education in the Winnetka and Bridgeport Communities of Metropolitan Chicago
Author: Allen Kellogg PhilbrickPublisher:
ISBN:
Category : Social Science
Languages : en
Pages : 190
Book Description
Directory of the Public Schools of the City of Chicago
Author: Chicago (Ill.). Board of EducationPublisher:
ISBN:
Category :
Languages : en
Pages : 250
Book Description
Metropolitan Chicago Public High Schools
Author: Jim GarrettPublisher:
ISBN:
Category : Discrimination in education
Languages : en
Pages : 22
Book Description
The Public Schools of Chicago
Author: Hannah Belle ClarkPublisher:
ISBN:
Category : Public schools
Languages : en
Pages : 134
Book Description
The Public Schools of Chicago
Author: Robert James HavighurstPublisher:
ISBN:
Category : Chicago (Ill.)
Languages : en
Pages : 524
Book Description
The Public School Advantage
Author: Christopher A. LubienskiPublisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299
Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Integration of the Public Schools, Chicago
Author: Chicago (Ill.). Advisory Panel on Integration of the Public SchoolsPublisher:
ISBN:
Category : Educational planning
Languages : en
Pages : 108
Book Description
This report of an advisory panel to the Chicago Board of Education deals with desegregation of the public schools, and offers a plan ""by which any educational, psychological, and emotional problems or inequities in the school system"" can be removed. The introduction deals with historical and legal background and the problem of integration in a pluralistic society; a summary of the Panel's findings, recommendations with their rationale; and a general discussion of implementation. The panel's findings on de facto segregation are discussed in relation to racial composition of student body (schools are defined as integrated when they are at least 10% Negro and 10% white), and the racial distribution of teachers. Quality of Education in white, integrated, and Negro schools is discussed in terms of overcrowding; class size; student-staff ratio; teaching staff; attendances; dropouts and mobility; achievement; curriculum and teaching methods; and physical facilities. Recommendations, based on the currently accepted premises about the value of desegregation, stress that the principle of the neighborhood school must be modified to achieve the ""higher priority"" of expanding ""the freedom of individual choice."" Appendices include policy statements, social-psychological material on segregation, and tables of data on which recommendations were based. A study guide for the report is included. (Nh).