The purpose of this dissertation is to elucidate the democratic nature of American public schools in terms of democratic principles of freedom, equality, and equity through historical, sociological, conceptual, and educational examinations. Chapter 2 explores, through a salient and recurring phenomenon of segregation, how the democratic-capitalistic matrix of American public schools has been constructed in terms of both meritocratic and egalitarian policies. To scrutinize the substantive nature of democratic-capitalistic society, in Chapter 3, social theories proposed by Marx, Durkheim, Weber, Simmel, and Freud are examined in terms of the nature of human existence in the democratic-capitalistic society and then, its mode of existence is analyzed in light of the metaphors, the Möbius strip and the Klein bottle. The object of Chapter 4 is to clarify the conceptual and substantive relationship between freedom and equality based on equity as balance point. In Chapter 5, educational issues concerning the nature of democratic existence are dealt with in terms of educational quality, while clarifying the paradoxical nature of democratic-educational conceptions of excellence and knowledge in the public school system. Further, a reconsideration of the Brown decision in Chapter 6 helps penetrate how democratic existence can be substantialized in American public schools under the capitalistic-democratic society, confirming a new version of educational paradigm. / text

Achievement and school involvement of children in middle schools in 5th and 6th grades are compared to those of same-grade peers in elementary schools. Both classroom quality and school structure (size and composition) are tested as mediators in a national longitudinal sample of about 900 youth. The results indicate: a) youth in middle schools achieve at least as well as their same-grade peers in elementary schools, but those in middle schools have lower school attachment; b) middle and elementary schools have equivalent classroom quality, but differ in size and student composition; c) the lower school involvement of 6th grade middle school students is attributable to school size; d) the results are similar for boys and girls. / text

[pt] Esse artigo examine se eleitores reagem a informação sobre a qualidade dos serviços públicos. Exploramos um experimento natural no Brasil, no qual divulgou-se uma medida objetiva de qualidade para algumas escolas públicas, mas não outras. Isso cria variação na quantidade de informação disponível dentro de um município. Para explorar essa variação, olhamos para locais de votação localizados em escolas municipais e comparamos resultados eleitorais em eleições municipais em grupos de eleitores informados e não informados, antes e depois da divulgação de informação. Os resultados indicam que, quando os eleitores recebem boas notícias, o apoio pelo incumbente aumenta. Para as escolas com pior desempenho em nossa amostra, divulgar informação sobre qualidade das escolas leva a uma redução na proporção de votos recebida pelo prefeito incumbente concorrendo a reeleição. Esses efeitos são maiores em municípios com menor cobertura de mídia local. Não há heterogeneidades interessantes com relação a escolaridade dos eleitores. / [en] This paper examines if voters act upon information about the quality of public service delivery. We explore a natural experiment in Brazil, which provided an objective measure of quality for some public schools, but not others. This creates variation in the availability of information to voters about the quality of schools inside a municipality. To use this variation, we look at polling stations located in municipal schools and compare electoral outcomes in mayoral elections in informed and non-informed groups of voters, before and after the information release. We find that, when the information received by voters is good news, the support for the incumbent increases. For the worst performers in our sample, providing information about school quality implies a decrease in the vote-share of the incumbent. We find that these effects are stronger in municipalities without local radios and/or newspapers. We do not find relevant heterogeneities when decomposing our effects according to schooling.

Thesis advisor: Zhushan Li / Educational public private partnerships (PPP), referring to the shared delivery of education services by the government and private providers, have been increasing in recent decades, especially in low- and middle-income countries (LMIC). Yet to date, there has been limited research on their role in the education landscape, in part due to the difficulty of classifying PPP schools in large-scale datasets, which typically classify schools as either public or private. In addition, few studies have assessed PPPs and school quality assurance indicators typically associated with them.  The study had two purposes. First, to explore the possibility of classifying PPP schools in a large-scale dataset using a statistical method. And second, to use these classifications to examine the differences between PPP, public, and private schools on school quality assurance measures, including but not limited to achievement. These analyses were performed using data from the Program for International Student Assessment (PISA), with schools from six of the global emerging economy countries: Brazil, China, Indonesia, Mexico, Russia and Turkey.  Schools were classified using a two-step clustering method using funding and management variables. This revealed three good-quality clusters with a silhouette measure of cohesion and separation of 0.6 (IBM, 2015b; Wendler & Gröttrup, 2016). These were classified as public, private, and PPP based on the characteristics of each school type. With these classifications, the study assessed the relationship between school type and achievement in mathematics, science and reading, and 24 school quality assurance measures from PISA. The analyses controlled for school resources and socio-economic and cultural status. The study found that overall, PPP schools performed better than public schools on three indicators, and better than private schools on five indicators; public schools performed better than PPP schools on one outcome and better than private schools on three outcomes, although with mostly small effect sizes. Private schools did not outperform other school types on any outcome. A country wise analysis showed that these results differed by country. The study highlights the possibility of using two-step clustering to identify PPP schools, the effects of shared funding and management on school performance, and the importance of context in examining countries’ education policies. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

No description available.

The study analyzed variation among low income housing tax credit (LIHTC) allocation policies as outlined in state qualified action plans (QAP) and their impacts on the siting patterns of LIHTC properties in proximity to high performing schools. The study was performed nationwide across 37 states and controlled for factors relevant to the development location decision using census-based population characteristics and LIHTC property attributes. The purpose was to determine the effectiveness of LIHTC QAP allocation policies in motivating developers to site their developments near high-performing schools. QAPs typically use points when awarding tax credits competitively, and this study focused on points awarded for (1) access to high quality schools, (2) access to any schools, and (3) location in areas with attributes expected to correlate strongly with high quality schools. Multi-level linear modeling estimated that points for access to any schools had a significant and positive effect on location in a high performing school's catchment area, but other allocation policy variables had no significant effects. The findings inform readers about the ability of current allocation policy to influence developer actions, and discussion centers on policy recommendations and the need for further research. / Master of Urban and Regional Planning / Attendance at a high-performing school is critically important in determining short-term academic performance and long-term life outcomes in children. School choice remains limited, especially for lower-income households, and this suggests that housing policy can help children access neighborhoods and quality schools that promote their long-term success. Therefore, supporting the development of affordable housing near quality schools is an imperative social policy goal. This analysis focuses on housing policy to address the issue of a mismatch between low income students and high quality schools. The low income housing tax credit (LIHTC) program is the largest federal program for the production and preservation of affordable housing and its centrality to the geography of affordable multi-family housing in the country cannot be overstated. As shown in this and other research, LIHTC units are consistently placed in areas with access to under performing schools and a need exists for changes in state LIHTC policy. The study analyzed variation among LIHTC allocation policies as outlined in state qualified action plans (QAP) and their impacts on the siting patterns of LIHTC properties in proximity to high performing schools. This study has highlighted deficiencies in state QAPs, and changes in their allocation systems are warranted to improve LIHTC residents local school quality. The findings inform readers about the ability of current allocation policy to influence developer actions, and discussion centers on policy recommendations and the need for further research.

Embora muito se tenha discutido o processo de municipalização da educação básica no Brasil, a oferta de educação dentro dos limites municipais foi pouco analisada pela literatura até o momento. No caso dessa política, é importante considerar padrões e estratégias municipais de oferta, já que eles dependem, em grande parte, das decisões tomadas pelos governos locais. Quando as condições de oferta de políticas públicas no espaço são distintas, os indivíduos terão oportunidades diferentes de acesso aos serviços, de acordo com a região em que residem (SELLERS, 2016). Este estudo representa um esforço em contribuir para a análise de padrões de oferta intramunicipal de educação, adotando uma abordagem espacial. Pretende-se avaliar se a autonomia decisória e de alocação de recursos dos governos municipais equaliza a qualidade das escolas em todo o território ou se favorece regiões específicas dos munícipios. Para realizar essa análise, os setores censitários dos municípios da Região Metropolitana de Recife foram classificados em níveis de vulnerabilidade, com base nas dimensões renda, escolaridade, raça, gênero e idade. Essa classificação resultou em cinco grupos de setores censitários, variando da altíssima até a baixa vulnerabilidade, e também em uma divisão dos municípios entre homogêneos, nos casos em que apresentam alta concentração de população vulnerável, e heterogêneos nos casos de grandes disparidades entre os níveis de vulnerabilidade da população residente. Para analisar a qualidade das escolas municipais, os indicadores utilizados foram o estoque de equipamentos como: quadra de esportes, laboratório de ciências e informática, biblioteca, internet, berçário e parque infantil. Já a qualidade do corpo docente foi examinada com base na proporção de professores com ensino superior por escola. Os resultados da análise apontam para alguns padrões: a) a oferta de equipamentos para educação infantil (berçário e parque infantil) é baixíssima nos municípios homogêneos e um pouco mais alta nos municípios heterogêneos; b) a oferta de equipamentos em escolas de ensino fundamental é mais concentrada nos municípios heterogêneos e, especificamente, nos grupos de setores com baixa vulnerabilidade; c) nos municípios homogêneos, a oferta de equipamentos para o ensino fundamental se concentra em espaços de média e baixa vulnerabilidade; d) os níveis gerais de oferta para todos os equipamentos analisados são baixos e dificilmente contemplam mais que 50% das escolas de um município, e, por fim, e) a proporção de docentes com ensino superior é maior nas escolas localizadas em áreas de menor vulnerabilidade nos municípios. A desigualdade de oferta intramunicipal de escolas de qualidade, seja por limitações financeiras ou técnicas dos municípios, prejudica os alunos ao longo de sua formação, e, muito provavelmente, as suas perspectivas futuras. / Although the municipalization of basic education in Brazil has been much discussed by the specialized literature, its provision within the municipal boundaries was little explored by researchers so far. Regarding this policy, it is important to consider municipal patterns and strategies of provision, since they depend on the decisions made by local governments. When the provision of public policies is distinct spatially, individuals will have different opportunities to access services, based on their region of residence (SELLERS, 2016). This study aims to analyze intramunicipal patterns of education provision, based on a spatial approach. It evaluates whether the local government decision-making autonomy helps equalizing schools quality throughout the municipal territory or if it favors specific regions and groups. In order to carry out this analysis, all the census tracts on the Metropolitan Region of Recife were classified into levels of vulnerability, based on its population income, schooling, race, gender and age. This classification resulted in five groups of census tracts, varying from very high to low levels of vulnerability, and also in a division of municipalities between homogeneous, in cases which they have a high concentration of vulnerable population, and heterogeneous - in cases of large disparities among the resident population. The existence of equipments such as: sports court, science and computer lab, library, internet, nursery and playground were used as indicators of municipal schools quality. Furthermore, the quality of the teaching staff was examined based on the proportion of teachers with higher education per school. The results revealed some patterns: a) the existence of early education equipments (nursery and playground) is very low in homogeneous municipalities and slightly higher in heterogeneous municipalities; b) the presence of equipments for primary schools is concentrated in the heterogeneous municipalities and, specifically, in those census tracts with high proportions of individuals in advantageous positions; c) in the homogeneous municipalities, the presence of complementary equipment for primary education is concentrated in spaces of medium and low vulnerability; d) the levels of provision for all equipments analyzed in this study are low and hardly cover more than 50% of schools within the municipalities, and e) the proportion of teachers with higher education is more elevated in schools located in areas of lower vulnerability within municipalities. The unequal provision of good schools, whether due to financial or technical limitations of municipalities, punishes and affects students throughout their education, and, most likely, in their future prospects.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-21T19:01:34Z No. of bitstreams: 1 impacto_certificacao.pdf: 1900443 bytes, checksum: 5484c933fff453acab0db3f2dea0b2d1 (MD5) / Made available in DSpace on 2015-05-21T19:01:34Z (GMT). No. of bitstreams: 1 impacto_certificacao.pdf: 1900443 bytes, checksum: 5484c933fff453acab0db3f2dea0b2d1 (MD5) Previous issue date: 2011 / Nenhuma / Este trabalho investiga a certificação da gestão pública municipal de Gramado/RS com a Norma ISO 9001: 2008 - Sistema de Gestão da Qualidade, no período de 2007 a 2010, que contempla as etapas de implementação, certificação e manutenção do selo de qualidade, com enfoque central na área da Educação e na Escola. Caracteriza-se como estudo de caso com abordagem qualitativa. Analisa as etapas do processo, as diferenças dos indicadores de qualidade da Norma ISO 9001 e Indicadores de Qualidade da Educação; e a percepção dos sujeitos sobre os efeitos da ISO na prática da gestão da Escola. Concluímos que o modelo de gestão, com base no setor econômico e com idéias neoliberais de qualidade total, está inserido nos requisitos da Norma ISO 9001:2008; para a gestão da educação municipal e para o ensino formal, o modelo de gestão com requisitos de gerenciamento e controle gerou contradições, questionamentos e dúvidas em relação ao conceito de educação de qualidade; no âmbito da gestão da escola a certificação gerou um desafio, contrariando conquistas já consolidadas e legalmente garantidas, como a gestão democrática com autonomia e participação da comunidade escolar nas decisões, necessidades e prioridades da Escola. / This work researches upon the certificate of the city public management of Gramado/RS, in the ISO 9001:2008. Quality management sistem, within the period from 2007 to 2010. It shows the introduction levels, certification and maintenance of the quality seal. Aiming mainly the educational and school areas. It analizes qualitative cases; analizing working and operational levels. It nominates the differences about ISO 9001 rule and quality rate of education; The people‟s perception through the ISO effects, once into practice in school management. We concluded the sistem of management, having economical basis and also having neoliberal ideas of total quality, is in the requirements of ISO 9001:2008 rule; To the city educational management and to the formal teaching, the model with management requirements and control, has raised contradictions, questions and doubts in relation to the conception of quality educational sistem; In the school management area the certificate has raised a challenge, doubting about some consolidated achievements, those also legaly warranted, as democratic management with autonomy and participation of community in school decisions, needs and priorities.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 4, 2006. Dissertation Committee: Paul Baker (Chair), Dianne Ashby, Deborah Curtis, Susan Lenski, Glenn Schlichting. Includes bibliographical references (leaves 214-219) and abstract. Also available in print.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The study about School Councils believes that this form of organization, when consolidating at school, suggests changes in how to manage educational institutions, as well as makes proposition to think about possible ways to enter new contacts in the school, focusing on the possibilities of an education based on assumptions and participatory political grounds. School councils are integrated collective, composed of segments that constitute the basic core operation of the school: parents and representatives from the civil society, the technical servers, managers, teachers and students. These segments form a legal unit that has different skills, but inclusive ones. It manifests itself through advisory, deliberative, supervisory and mobilizing character of participatory activities that are directed to follow the actions of the school. On this assumption, we believe that understanding the changes made on the school, with the aim of providing qualitative changes in the political and educational management processes, may be a necessary exercise to understand the directions and the structures defined in the educational system. For these questions, we chose, as a research object, the School Councils, which are asserted as a place of political and pedagogical settings and have the purpose of improving the dynamics of learning processes undertaken by the school. The research was conducted in the municipality of Aracaju-SE, between 2011 and 2013; it was to sample a set of fifteen (15) schools located in the most diverse neighborhoods in the city, 52 (fifty-two) people who answered to the questionnaires and a group of eighteen (18) people who participated of the interviews. All subjects in the sample are part of the chosen segments, namely: teachers, principals and parents to understand that the first two segments are directly acting on the guidelines of the school and have parents, as a representative voice of society, focusing, with their expectations and demands, a level of influence on the guidelines of pedagogical practice. The following techniques were used for data collection and analysis: Questionnaire, Interview and Document Analysis (Acts, Ordinances, Regiments, Decrees, Tables of measurement and evaluation of school results etc.). This research used as a guiding research a number of key issues, among them, we have: Is there sense in defining policy and teaching experience developed within the School Councils, as evidence of the meaning of Quality of the pedagogical processes of the School? Is there consistency among the official discourse, the discourse and the expectations of parents and teachers about the purposes and meanings of the actions of School Councils? All interpretive and deepening the study process was subsidized by important authors, among them, Paulo Freire, Jurgen Habermas, Bernard Charlot, Maria da Gloria Gohn, Carlos Alberto Torres, Jean-Louis Derouet, Claus Offe, among others. The thesis is organized into six chapters that present an analysis of the object and search results. / O estudo sobre os Conselhos Escolares considera que esta forma de organização, ao se consolidar na escola, sugere modificações na forma de gerir instituições de ensino, bem como faz proposição sobre possíveis caminhos para pensar a inserção de novos interlocutores no espaço da escola, incidindo sobre as possibilidades de uma formação escolar baseada em pressupostos e fundamentos político-participativos. Os Conselhos Escolares são coletivos integrados, compostos por segmentos que constituem o núcleo básico de funcionamento da escola: os pais e a representação da sociedade civil, os servidores técnicos, os gestores, professores e estudantes. Esses segmentos formam uma unidade jurídica que possui competências distintas, porém, integradoras. Manifesta-se através do caráter consultivo, deliberativo, fiscalizador, normativo e mobilizador de ações participativas que estejam direcionadas ao acompanhamento das atividades escolares. Por esse pressuposto, consideramos que entender as modificações realizadas sobre a escola, com a finalidade de proporcionar alterações de caráter qualitativo nos processos políticos e pedagógicos de gestão, pode ser um exercício necessário para compreensão dos rumos e das estruturas definidas no sistema educacional. Por estas questões, escolhemos, como objeto de pesquisa, os Conselhos Escolares, que se afirmam como lugar de definições políticas e pedagógicas e que possui a finalidade de aperfeiçoar a dinâmica dos processos formativos empreendidos pela escola. A pesquisa foi desenvolvida na cidade de Aracaju-Se, entre os anos de 2011 e 2013 e teve como população pesquisada, um conjunto de 15(quinze) escolas localizadas nos mais diferentes bairros da cidade, 52 (cinquenta e duas) pessoas que responderam aos questionários e um grupo de 20 (vinte) pessoas, que participaram das entrevistas. Todos os sujeitos participantes da amostra fazem parte dos segmentos escolhidos, a saber: professores, gestores e pais, por entender que os dois primeiros segmentos estão diretamente atuando sobre as diretrizes da escola e têm, nos pais, uma voz representativa da sociedade, incindindo, com suas expectativas e demandas, um nível de influência sobre as diretrizes da prática pedagógica. Para a coleta e análise de dados foram utilizados as seguintes técnicas: o Questionário, a Entrevista e a Análise Documental (Atas, Portarias, Regimentos, Decretos, Quadros de medida e avaliação de resultados escolares, etc.). Esta pesquisa utilizou como norteador da investigação um conjunto de questões fundamentais, entre elas, destacamos: Há sentido em definir as experiências políticas e pedagógicas desenvolvidas no interior dos Conselhos Escolares, como evidência do significado de Qualidade dos processos pedagógicos da Escola?Há coerência entre os discursos oficiais, o discurso e as expectativas dos pais e professores sobre as finalidades e os sentidos das ações dos Conselhos Escolares? Todo processo interpretativo e de aprofundamento de estudo foi subsidiado por importantes autores, entre eles Paulo Freire, Jurgen Habermas, Bernard Charlot, Mª da Glória Gohn, Carlos Alberto Torres, Jean-Louis Derouet e Claus Offe. A Tese está organizada em seis capítulos, onde apresentamos a análise do objeto e os resultados da pesquisa.