School choice is a fast growing alternative to traditional public school education across the nation. According to the Florida Department of Education, school choice policies and laws are rapidly moving Florida away from more traditional forms of schooling toward an increasingly evolving school choice state landscape. The purpose of this study was to examine school choice in Florida by investigating the school choice policies enacted by the Florida legislature leading to the school choice environment in Florida today. Specifically, this investigation was limited to legislation in Florida between 1997 and 2014 and further limited to charter schools, home schooling, virtual education, and two choice options specific to Florida in which public dollars follow students to private schools, the Tax Credit and McKay Scholarship programs. These particular school choice options were chosen as the focus of this study because they change the where of education outside of tradit ional public schools. Other choice options such as magnet schools, inter-district choice, and intra-district choice simply move students among traditional public schools but keep them enrolled in traditional public schools. Ultimately the study hoped to provide a possible road map for the future of school choice policies in Florida. This study utilized a qualitative methodology utilizing document reviews and interviews. This study found that school choice policies in Florida have continued to expand and evolve over the years to increase the liberty available to families to choose the education of their children. This study also found that the Florida legislature has laid the groundwork for Florida school districts, through a focus on equality, to take advantage of a portfolio management model to increase student achievement. Although a focus on equality led to the enactment of various school choice options, some of these options have moved away from their original intent to financially benefit specific organizations and groups. Finally, as reported by Holme, Frankenberg, Diem, and Welton (2013), Florida's charter school, virtual education, and home education policies have been enacted as race-neutral policies that have no regard for diversity, which could lead to resegregation. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

The purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements that have shaped the administrative and political arguments for and against these programs. A comprehensive review of the literature on school choice comprised a substantial part of this study due to the need for citizens to better comprehend the origins and evolution of school choice planning and programming. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

國立政治大學八十七學年度第二學期碩士論文提要 系 所 別：教育系碩士班 指導教授：秦夢群博士 論文名稱：中小學教育實施公辦民營之研究 研 究 生：曹俊德 論文內容摘要： 本研究之目的在探討我國中小學實施公辦民營制度之可行性。其內容包括以下五部分： 一、探討公辦民營學校之相關理論。 二、瞭解美國公辦民營學校的特色及實施成效。 三、瞭解我國類似案例；並分析公辦民營學校相關法令。 四、透過調查瞭解我國實施公辦民營學校之相關意見。 五、結論與建議。 本研究以台灣地區國民中小學校長、主任、教師以及家長、教育行政機關人員為調查對象，在學校方面抽出45所學校，與教育部（廳）、北高兩市教育局、二十三縣市教育局等教育行政機關共計發出1000份問卷，回收678份，回收率67.3%，有效問卷628份。研究工具採自編之「中小學教育公辦民營可行性之研究意見調查」問卷，研究中所使用的統計方法包括次數分配、百分比統計以及卡方考驗等，問卷的處理則採用SPSS for Windows 統計套裝軟體進行統計分析。 據此，本研究的研究結果如下： 一、 政府補助教育經費不足影響到國民中小學各項教育工作之推行。 二、 國民中小學由政府完全辦理的方式應予以檢討。 三、 國民中小學實施公辦民營學校符合教育選擇權的需求。 四、 國民中小學實施公辦民營學校已逐漸形成趨勢。 五、 特許學校與「B.O.T.」模式的公辦民營方式較適合在台灣實施。 六、 辦學績效不彰的學校應先實施公辦民營學校制度，不應無條件全面實施。 七、 公辦民營學校制度仍然有一些問題有待解決。例如： （一） 公辦民營學校制度的權責不易劃分清處。 （二） 公辦民營學校制度的績效評鑑標準難以建立。 （三） 公辦民營學校制度的誘因不多，難以吸引民間。 再者，綜合文獻探討、研究過程、暨時正調查之分析結果，僅針對實務及未來研究等二方面提出下列建議： 對於實務之建議是： 一、 政策的形成要多瞭解各類人員的看法與意見。 二、 儘速修訂相關法令。例如修改「國民教育法」與「私立學校法」，加強鼓勵民間興學之政策性宣示。 三、 具體鼓勵民間興辦小規模，且具實驗性質之公辦民營國民中小學，待成效良好再擴大辦理。 四、 公辦民營學校不應採「以價制量」的方式辦理。 五、 公辦民營學校應以學校本位的管理方式為配套措施。 六、 實施辦理期間應委託學術機構進行政策評估。 對於相關研究之建議是： 一、 本研究採取量化之研究法，未能再深入瞭解中小學公辦民營學校實施之狀況，建議可採行深度訪談、座談會或參與場地等直化研究方式。 二、 本研究可以擴展至其他學制部份，包括高中職及學前教育部份，甚至包括大專院校等的可行性與問題之研究。 三、 本研究所採外國文獻只限於美國地區，未討論其他世界先進諸國，未來可以擴展至英、法、德等國，或是大陸地區。 四、 本研究探討的重點在於尋求現有最合適之公辦民營模式，希望未來相關研究能建構出一套最佳之公辦民營模型，以為二十一世紀之學校經營之參考。 a / Abstract The main purpose of this study is to explore the possibility of private management of public schools system in junior high schools and elementary schools. The study contains five parts. First, this study explores the theory of private management of public schools. Second, this study wants to understand the characteristics and effects of private management of public schools in American. Third, this study wants to understand the condition of private management of public schools in Taiwan. Forth, this study wants to know the comments of the practice of private management of public schools in Taiwan. Fifth, this study wants to come to conclusions and gives some proposals. Objectives of this study include public junior high schools’ staff in Taiwan Province, and Education Administration staff in Taiwan Province, Taipei City and Kaohsiung City. The researcher compiles “Questionnaire for the possibility of private management of public schools system in junior high schools and elementary schools”. 45 schools have been sampled and 1000 copies of the questionnaire dispatched 687 copies of effective samples are actually acquired Data of questionnaire had been proceeding for statistic analysis under the statistic package software: SPSS for Windows” Based upon data of literature review and questionnaire, conclusions have been reached as follows: 1. The shortage of funds of government effects the work of junior high schools and elementary schools. 2. The way of public schools should be criticized. 3. The management way of private management of public schools in junior high schools and elementary schools is conformed to the need of schools choices. 4. It’s a trend to put the private management of public schools system into practice in Taiwan. 5. Charter schools and the model of B.O.T. are suitable in Taiwan. 6. It should have priority to put the system of private management of public schools into practice in the bad-achievement schools. 7. The system of private management of public schools has some weak points: （1） The evaluation of standard of private management of public schools is hard to establish. （2） It’s not easy to appeal the public to support the system of private management of public schools. According to the results of this study, following proposals about practice are offered: 1. It needs to know the opinions of all circles to form the polity. 2. It should revise laws and decrees as quickly as possible. 3. The government should urge the civil to adopt the system of private management of public schools to establish schools. 4. The private management of public schools shouldn’t adopt high price in tuition. 5. We should adopt the “S.B.M.”Way of management to caudate the private management of public schools. 6. It should have learned society to evaluate the effect of private management of public schools. According to the results of this study, following proposals about relative research are offered: 1. We can adopt qualitative methods to research this study. 2. The study can expand to discuss another schools systems. 3. The foreign literature is limited. The literature of this study includes only American data. We suggest that the future study can adopt more foreign literatures. 4. The main purpose of this study is to search the best model of private management of public schools system. And this system can be the model of 21-century schools.

Since Minnesota passed the first charter school law in 1991, charter schools have become one of the most prominent school reforms in the U.S. While charter schools educate a small portion of public school enrollments, their existence has prompted various responses from traditional public school districts. For example, districts may change expenditure patterns or work to increase test scores in an effort to retain enrollments. In this sense, a charter school’s most significant impact on public school students may work indirectly through the traditional public school reactions they invoke. This dissertation explores education finance implications for charter schools and their encompassing public school districts. Using a dataset comprised of U.S. public school districts over sixteen years, I examine the local school district’s revenue response to the establishment of a charter school. Following a description of the multi-level policy environment in which charter schools operate, this dissertation includes a summary of the literature examining student achievement and expenditure responses of public school districts to the presence of charter schools. Next, I develop a conceptual model outlining the reasons that a school district may experience a change in revenue when charter schools locate within or nearby. Before testing the public school district response to charter schools, I had to accurately measure charter school locations across the U.S. To do this, I used geographic information system (GIS) software to improve upon alternative charter location databases maintained by the federal government and national charter school organizations. With charter school locations accurately mapped, I estimated the traditional public school district revenue response to the various measures of charter school presence. Findings from this estimation suggest that, on average traditional public school districts experienced changes in per-pupil revenues when charter schools located closer to the district. Specifically, revenues from local sources decreased as charter schools moved nearer, but revenues from federal sources increased. This relationship changed over time, however. As charter schools were authorized in more districts and states, per-pupil revenues began increasing as charter schools moved closer to school districts.

xiii, 302 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This study examines the role of narrative in racial integration politics in the Seattle Public Schools between 1954 and 1991. In 1978, the Seattle School District in coalition with civic actors implemented a mandatory student assignment desegregation policy, "The Seattle Plan," without a court order. A decade later, another similar coalition of actors came together to shift desegregation policy towards a "controlled choice" method of student movement. In 1991, with the support of the newly elected Democratic mayor, the foundation of desegregation was dismantled. In Seattle, the shifts in desegregation conflicts can be explained as the transposition of certain arrangements of ideas into policy and the concurrent shift in the arrangement produced by new alignments of actors able to find enough common ground to coalesce and make policy. This dissertation explores the complexity of ideas about racial equality and the oftentimes-surprising arrangements actors created. I analyze the way elected, elite, and non-elite actors at the local level talked about, interpreted, and re-interpreted questions of racial segregation, equality, and the role of the public schools and explore the amalgamations of ideas about race and schools that explain the unique development of policy in Seattle with a way to account for change relying on micro-political developments. I examine the discursive arrangements generated within these conflicts, the coalitions built around these ideas, and how the ideas were implemented as policy. I analyze a broad range of archival materials, newspaper accounts, and interviews with actors who were involved in these events. / Committee in charge: Gerald Berk, Chairperson, Political Science; Julie Novkov, Member, Political Science; Joseph Lowndes, Member, Political Science; James Mohr, Outside Member, History

L'objectif de cette thèse est d'étudier l'interdépendance des ressources scolaires et des ressources individuelles dans la production du capital humain. À travers trois cas d'études sur données françaises, différentes méthodes sont proposées pour analyser l'effet des politiques éducatives tout en tenant compte des comportements des individus. Le premier chapitre montre que les politiques d'éducation prioritaire sont susceptibles de conduire les familles, notamment les plus avantagées socialement, à contourner les établissements traités. Ces stratégies d'évitement sont de nature à contrebalancer les effets des moyens supplémentaires sur les résultats des élèves. Le deuxième chapitre cherche à savoir si les choix d'orientation des élèves sont contraints par J'offre scolaire locale. Nous montrons que l'ouverture d'un nouveau lycée augmente la proportion d'élèves qui poursuivent leurs études dans le second cycle, notamment en voie professionnelle. Enfin, le troisième chapitre montre que les étudiants tiennent compte de l'information contemporaine dont ils disposent sur leurs notes lorsqu'ils évaluent les qualités pédagogiques de leurs enseignants. / The main objective of this thesis is to study the interdependence of school resources and individual resources in human capital production. In three empirical analyses using French data, various methods arc proposed to evaluate the impact of educational policies, taking individual behaviors into account. The first chapter shows that compensatory education policies may result in individual sorting. The fact that socially more advantaged families tend to avoid treated schools cancels out additional resources positive effects on academic achievement. The second chapter examines whether pupils are constrained by local school supply. We find that opening a new high school increases the proportion of pupils who continue in upper secondary education, particularly in a vocational track. Studying how students evaluate teaching, the third chapter shows that they take contemporaneous information about their grades into account when they evaluate teachers' pedagogical qualities.

Denna undersökning syftar till att se vilka anledningar som finns till kvinnliga elevers val, eller snarare bortval av utbildning inom teknik, och vad som kan vara de bakomliggande faktorerna som bidrar till eller avgör att få kvinnliga elever väljer teknikprogrammet. Utbildningsvägar med tekniska inriktningar lockar fortfarande endast ett fåtal kvinnliga elever. Kvinnliga elever som går på teknikprogrammet och naturvetenskapsprogrammet har tillfrågats om vilka faktorer som påverkade dem vid deras gymnasieval. Studien har genomförts på tre gymnasieskolor inom Stockholms län (två kommunala skolor från olika kommuner och en fristående skola). Metoderna för studien var enkätundersökning till lärarna, gruppintervju med eleverna och enkätundersökning med frågor till kvinnliga elever på teknikprogrammet och naturvetenskapsprogrammet. Studien visar att hierarkiska strukturer i kulturella koder för programmen var framstående, såsom hur könsfördelningen ser ut på programmen. De kvinnliga eleverna på teknikprogrammet anser att öppet hus och föräldrarnas åsikter har påverkat deras val av teknikprogrammet. Teknikintresset har även visat sig avgörande liksom innehållsmässiga faktorer i högstadiets teknikundervisning, vilket har medfört att eleverna väljer bort teknikprogrammet. Studien påvisar ett troligt samband mellan lågt självförtroende inom teknik och de kvinnliga elevernas gymnasieval, eftersom de saknar tillit till sin egen förmåga inom teknik och anser att de saknar kunskap om vad teknik är. Av studien framkommer möjliga metoder för att utöka antalet kvinnliga elever på teknikprogrammet anordnande av öppet hus och förändring av den kulturella koden för teknikprogrammet genom att betona kvinnliga förebilder inom teknik. En annan möjlig väg till att minska segregerade gymnasieval till teknikprogrammet är att skapa nya inriktningar som passar kvinnliga elever på teknikprogrammet. / This survey aims to identify the reasons for female students' choices, or rather discontinuation of education in technology, and what are the main reasons affecting them in their selection that contribute to make female students choose or not choose the technology program in the upper secondary school selection process. Educational pathways with technical focus still attract only a few female students. The female students who are currently studying the technology program and the science program have been asked about the factors that influenced them in the upper secondary school choice process. The study has been conducted at three secondary schools in Stockholm county (two municipal schools from different municipalities and one free school). The methods of the study were a web questionnaire questions to the teachers, group interviews with the students and a web questionnaire questions to female students on the technology program and science program. The study shows that hierarchical structures in cultural codes for the programs were prominent, such as how gender distribution looks like at programs. The female students at the technology program consider that open-houses and parents' opinions have heavily in their decision process. Technical interest has also been crucial as well as substantial factors in upper level lower secondary school technical education, and thus students opt out the technology program. The survey shows the low ability beliefs have strong connection with female students' choices for their future education because they do not belief in their own ability in technology and they consider that they have lack knowledge about what technology is.  Conclusion could be made that possible ways for increase the number of female students in the technology program through the open house, and the change of the cultural code of the technology program by emphasizing female role-models in technology world. Another possible way to avoid segregated upper secondary school program choices could create new specializations in the technology program to attract female students.

The aim of this master's thesis is to demonstrate the relationship between the behaviour and the organisation of a middle- sized village combined primary and lower secondary school and the choices parents make. This study deals with the development of school strategy in dependency of external and internal conditions. The second main topic of the study are the transfer of the pupils to and from the school, the parents' decision behind the transfers and pupils' experiences. The theoretic part explains concept of the school as an organisation and an institution. It is outlined a brief review of the Czech literature on studied topic. The empirical part of the thesis is a qualitative case study of one school based on analysis of municipal dates, school documentation and interviews with school employees, parents and pupils. Seven embedded cases of pupils of the school are described. They are pupils coming out of the catchment area or transferring from other schools. The thesis describes the similarities and differences among the described cases of pupils a draws some lessons for the school leadership.

Cette étude parle de l’application du système d’assurance qualité au lycée à l’ère de la Réforme en Indonésie ; de l’interprétation qu’en font les acteurs (gouvernement, école, usagers) et de ses implications. En Indonésie, il existe diverses politiques visant à améliorer la qualité de l'éducation. Premièrement, le gouvernement a créé le « BSNP » pour élaborer le standard de l'éducation nationale. Deuxièmement, le gouvernement a organisé « l’UN » (l'examen national). L’UN est un système d'évaluation standard de l'enseignement au niveau national. Troisièmement, le gouvernement donne de « BOS » à toutes les écoles. C’est une aide financière à chaque école. Quatrièmement, le gouvernement met en place un programme de « certification de l’enseignant ». C’est un processus de certification professionnelle pour les enseignants et les professeurs. Cinquièmement, le gouvernement a changé le paradigme de l'apprentissage. Avant, le processus d'apprentissage utilisait un modèle centré sur l'enseignant ou « teacher centered learning ». Ce modèle a été remplacé par un modèle d’'apprentissage centré sur l'élève » ou « student centered learning ». Sixièmement, le gouvernement a augmenté le budget de l'éducation nationale de 20% du budget national. Septièmement, il mise en œuvre de la gestion scolaire comme base de l’école ou MBS. La MBS est un système de gestion qui fournit une large autonomie aux écoles pour gérer les ressources en fonction des besoins de l'école. Cette étude met en évidence différentes conceptions de la qualité dans le système scolaire notamment au Lycée. Le gouvernement conçoit la qualité à partir de la réussite scolaire selon huit standards de l’éducation. Selon les directeurs et les enseignants, le gouvernement devrait examiner les efforts déployés pour améliorer la qualité de l'école car les écoles évoluent dans différents contextes. Les conditions d'input sont les facteurs qui influent sur ces différences. Ceux-ci comprennent : la capacité socio-économique des élèves divers, l'intelligence de l'élève, et ainsi de suite. Le facteur géographique scolaire devient également un facteur qui détermine le succès des écoles pour répondre aux standards.Les élèves et les parents ont une conception pragmatique de la qualité. Ils voient la qualité de l'école par l’indicateur visible : les installations scolaires, le nombre d’inscrits, la réussite, la qualité des diplômés, la qualité des enseignants, et d'autres facteurs. Ils ne considèrent pas le statut d'accréditation. Le critère d’accessibilité géographique est important pour les parents. Ils choisissent une école près de chez eux pour économiser sur les coûts du transport. Cette étude montre qu’en Indonésie, il existe une concurrence entre les écoles parce qu’elles n’ont pas le même niveau de qualité. Les écoles publiques sont en concurrence avec les écoles privées. Il existe également une concurrence entre écoles publiques. Les parents choisissent librement une école en tenant compte des politiques mises en avant. / This study describes the implementation of high school quality assurance system in the reform era in Indonesia; interpretation of government, schools, and societes about school quality; and school quality assurance policy implications.In general, there are some national education policies to improve the quality of education in Indonesia. First, the government established "BSNP" (bureau of national educational standards) to develop national education standards. Second, the government organized a national examination (called Ujian Nasional or UN). UN is a system of educational assessment at the national level. Third, the government provides "BOS" (School Operation Support) for all schools. This is a financial aid for each school. Fourth, the government provides "teaching certification". This program is a certification process for teachers and lecturers. Fifth, the government has changed the paradigm of learning. Previously the process of learning was "teacher centered learning". After that, the government transformed this model into "student centered learning". Sixth, the government increased the national education budget amounted to 20% of national income. Seventh, the implementation of MBS (Manajemen Berbasis Sekolah) or school-based management. MBS is a management system that provides broad autonomy to schools to manage resources according to the needs of the school.This study shows different opinions about the quality of the school. The government saw the quality of the school of the success of the eight schools meet educational standards. According to school principals and teachers, the government should review the efforts to improve the quality of school because each school has different conditions. Input conditions are the factors that influence these differences. These include socio-economic capabilities of students, student intelligence, and so forth. Geographical factors of schools also determine the success of the school to meet those standards.Students and parents have a practical idea. They see the quality of schools with indicators that ca: the school facilities, the number of applicants, school achievement, the quality of graduates, the quality of teachers, and other factors. They do not see the status of accreditation. School is a practical consideration for parents. They chose a school close to home to save on transport costs.This study also shows that competition emerges between schools due to the difference of schools ability and pragmatic view of society. Sociologically, the difference of schools’ quality has caused competition among schools in Indonesia. Public schools have to compete with private schools, as well as with other public schools. School choice policies have motivated parents to choose the desired schools freely.

School vouchers.