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Advocates of privatizing education suggest that traditional public schools are not adequately preparing students for college, career readiness, and global citizenship (Lobosco, 2019; Schneider and Berkshire, 2020; Tienken and Mullen, 2016). Charter school supporters believe charter school students perform better than public school children on state standardized tests (Lubienski and Lubienski, 2014). Advocates for traditional public schools promote the idea that there are no significant differences between public and charter schools in academic achievement (Chen, 2020b; Fischler, 2021). This study compares public and charter elementary school students in terms of their reading and math assessment scores, both as measured by the Virginia Standard of Learning (SOL) for the 2018-2019 school year. Data were collected and analyzed on 642 students enrolled in three of Virginia's elementary charter schools and three traditional public schools in Loudoun County and Richmond City. SOL assessment data for the public and charter schools were compared for the overall student population per grade level to determine if there is a significant difference for the 2018-2019 school year. A two-way ANOVA was utilized in this study. Results indicated no significant differences in the reading mean SOL assessment scores between traditional public elementary and public charter school students: F (1, 636) = .119, p = .730. Additionally, results showed no significant interaction between school type and grade level between traditional public elementary and public charter schools: F (2, 636) = 1.076, p = .342. However, findings revealed a significant difference in the reading SOL assessment scores between grade levels of traditional public elementary schools and public charter schools: F (2, 636) = 4.473, p = .012. Furthermore, results from the math analysis indicated no statistical differences in math SOL scores between traditional public elementary schools and public charter schools: F (1, 636) = .000, p = .997. Also, findings indicated no significant difference in the math SOL scores between the grade levels of traditional public elementary and public charter schools: F (2, 636) = .520, p = .595. / Doctor of Education / Advocates of privatizing education suggest that traditional public "brick-and-mortar" schools are not adequately preparing students for college, career readiness, and global citizenship (Lobosco, 2019; Tienken and Mullen, 2016; Schneider and Berkshire, 2020). Charter school supporters believe charter school students perform better than public school children on state standardized tests (Lubienski and Lubienski, 2014). Advocates for traditional public schools promote the idea that there are no significant differences between public and charter schools in academic achievement (Chen, 2020b; Fischler, 2021). This study compares public and charter elementary school students in terms of their reading and math assessment scores, both as measured by the Virginia Standard of Learning (SOL) for the 2018-2019 school year. Data were collected and analyzed on 642 students enrolled in three of Virginia's elementary charter schools and three traditional public schools in Loudoun County and Richmond City. SOL assessment data for the public and charter schools were compared for the overall student population per grade level to determine if there is a significant difference for the 2018-2019 school year. This study did not reveal any significant differences in reading and math SOL scores between traditional elementary public schools and public elementary charter schools. However, findings in this study revealed significant differences in reading SOL scores on average among grade levels. Conversely, findings did not reveal any differences in math SOL assessment scores on average between grade levels of traditional public elementary school and public elementary charter school students.

Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

Yes / In 1997 the Management Charter Initiative (MCI) officially launched the new Management NVQs (National Vocational Qualifications), benchmarks which attempted to describe the work performed by British managers. This article is a review of those qualifications. It remembers some of the main problems associated with the original Management NVQs and, drawing on some of the best theoretical and empirical accounts of managerial work, argues that the new qualifications have failed to live up to the MCI¿s original promise, to assist the development and training of managers.

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The primary questions addressed in this dissertation are whether race-based admissions policies in charter schools are constitutionally permissible, and if not, how could an admissions policy be designed so that it would promote school diversity without violating the law? These questions are important because there are significant numbers of philosophers and scholars who hypothesize that student body diversity not only enhances educational outcomes but also is a necessary component of civic education in a liberal democracy. The researcher takes no particular stance on the benefits of educational diversity, focusing instead on the constitutional questions raised by the use of race-sensitive policies in the interest of diversity. The primary methodology used throughout is legal research, though the literature review includes references to political philosophers and social scientists as well as primary legal sources. Chapter I outlines the most frequent arguments made in favor of school diversity and suggests that the judicial philosophy expressed by the Supreme Court over the last twenty-five years has moved away from the philosophy expressed in Brown v. Board. In Chapter II, Supreme Court precedent on affirmative action policies is analyzed, focusing mainly on the decision of the divided Court in University of California Board of Regents v. Bakke. Chapter III provides a detailed analysis of how six different Federal Circuit Courts interpreted Bakke, highlighting numerous recurring judicial themes and concerns. In Chapter IV, existing charter school laws are examined state by state. Chapter V suggests several policy options for those interested in promoting a diverse charter school student body.

The purpose of this study was to examine a school district's responses to charter schools operating within its boundaries. The selected district was the only one in the state with two large academically competitive charter schools for at least two years. Four questions guided the research: In terms of instruction, finance, communication, and leadership, how has the traditional district been impacted due to charter school existence? The exploratory research was timely since charter schools are proliferating as tax-supported public choice schools. While many have speculated about free-market effects of charter school competition on systemic educational reform, the debate has been chiefly along ideological lines; therefore, little empirical research addresses this issue. Quantitative and qualitative methodologies were used to present a comprehensive case study. Twenty-six school officials and teachers were interviewed; 159 teachers and 1576 parents were surveyed. District, community, and state education department documents were analyzed. Since charter schools have existed in the district, numerous activities have taken place. Instructional initiatives included a high school academy, expanded technology, gifted and talented, tutoring, and dropout prevention. All elementary and middle schools required uniforms. The district's state accountability rating improved from acceptable to recognized. A leadership void was perceived due to students leaving to attend charter schools initially. The district was perceived as making efforts to improve communication with the community. The financial impact of charter schools was neutralized due to the district's student population increase, property wealth, and state charter funding structure. The data supported all of the hypotheses in terms of the impact of charter schools in the district on these activities: free-market effects of charter school competition were not established as the primary reason for internal organizational changes that occurred in the district. Anecdotal evidence suggested that charter schools may have played some role, but primarily they seemed to reinforce trends already occurring in the district.

abstract: Arizona’s district and charter communities have a history of conflict, including working against each other when advocating policy positions at the state legislature. The purpose of this research was to improve the relationship between the district and charter communities through an intervention based on intergroup contact theory. Through her personal network, the researcher formed and facilitated the Arizona Initiative for Public Education Dialogue (AZ iPED), comprised of eight district superintendents and charter leaders. This mixed-methods, action research study explored what happened when Arizona school district superintendents and charter school leaders were brought through intergroup contact to discuss potential policies they could jointly support. This study addressed the following three research questions: To what extent does intergroup contact increase allophilia (positive attitudes) between Arizona school district and charter school leaders? In what ways do participants voice allophilia during in-group dialogue? How do school district superintendents and charter school leaders socially construct and negotiate narratives that support the conflict between their two communities? The members of AZ iPED met four times from October through December, 2016. Allophilia (positive feelings toward the outgroup) data included an Allophilia Scale administered at the beginning and end of the study and transcripts of first and second in-group district and charter focus groups. Results are reported through descriptive statistics, Wilcoxon signed ranks of matched samples, and content analysis. Findings indicated a non-statistically significant increase in allophilia. Content analysis also indicated increases in the quantity and quality of allophilia talk. Narrative analysis of conflict talk generated the four following themes: competition sets the stage for conflict, actions construct conflict, perceptions sustain conflict, and conflict causes feelings. Those themes provided structure for compiling a collective District Narrative and collective Charter Narrative, which were further analyzed through the lens of conflict-sustaining collective narratives. Narrative analysis of select portions of the transcript suggested processes through which conflict-sustaining narratives were constructed and negotiated during intergroup contact. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017

Interrogeant les rapports entre création et restauration des Monuments historiques après la publication, en 1964, du texte de la Charte de Venise, le travail de recherche s’attache à en observer les conséquences sur la pratique en France. Il repose sur le postulat qu’un tournant est à l’œuvre dans les pratiques, les statuts et la formation des architectes en lien avec les questions patrimoniales. L’appropriation, revendiquée, d’un langage contemporain appuyée par les principes de la Charte de Venise, par des Architectes en Chef des Monuments Historiques (ACMH) après-guerre montre une volonté de lier création et restauration et de faire entrer cette dernière dans la sphère architecturale. Les polémiques suscitées par certaines interventions montrent un intérêt pour la fin de cette césure des pratiques. Cette réflexion se base sur l’étude de projets contemporains dans des monuments historiques pour lesquels les architectes revendiquent l’application des principes de la Charte de Venise. Ce texte théorique entre en conflit avec la doctrine française de la restauration stylistique alors en vigueur et sa diffusion par la pratique a suscité des polémiques. La première intervention étudiée, la restauration de l’ancienne abbatiale de Toussaint par Pierre Prunet, qui représente une première revendication de l’application des principes de la Charte et n’a pas engendré de polémique. Le second cas étudié est la restauration du château de Falaise de Bruno Decaris, avec ce projet éclate une première polémique, suivie de réformes ayant modifié le cadre des Monuments Historiques. Le troisième et dernier cas examiné est celui de la restauration des arènes de Fréjus de Francesco Flavigny, il illustre une étape récente de l’évolution de la situation dans ce domaine. L’étude se développe en trois volets complémentaires : Une histoire institutionnelle du service des monuments Historiques après 1960, les apports du texte de la Charte de Venise dans le contexte français ainsi que le déplacement des intérêts après les années 1980. Le second volet se concentre sur l’analyse architecturale des interventions à la fois dans le traitement de la matière existante et dans le traitement des compléments architecturaux à caractère contemporain. Enfin, le troisième volet s’attache à l’étude de la médiatisation, de la réception et des polémiques entourant ces interventions. Les divers milieux (revues spécialisées dans la restauration, revues d’architecture ou opinion publique) ayant pris part à la diffusion et à la réception des interventions informent sur les porosités à l’œuvre entre créateurs et conservateurs. Ce travail tente d’apporter des réponses aux questionnements qui animent aujourd’hui la pratique et l’enseignement de l’architecture concernant la formation, le statut, les compétences des architectes spécialisés ou non dans la restauration (en chef, du patrimoine, dplg, HMONP) et leurs méthodes d’intervention / Questioning the relationship between creation and restoration of historic monuments after the publication in 1964 of the text of the Charter of Venice, the research aims to observe the consequences on the practice in France. It is based on the premise that a turning point is at work in the practices, rules and the training of architects in relation to heritage issues. Ownership, claimed, a contemporary language supported by the principles of the Charter of Venice, by Chief Architects of Historical Monuments (ACMH) postwar shows a willingness to link creation and restoration and to bring it in the architectural sphere. The controversy aroused by certain actions show interest in the end of this caesura practices. This reflection is based on the study of contemporary projects in historic monuments for which architects claim the application of the principles of the Venice Charter. This theoretical text conflicts with the French doctrine of stylistic restoration in force and its dissemination through the practice has been controversial. The first studied intervention, restoration of the old abbey of Toussaint Pierre Prunet, which represents a first claim of the principles of the Charter and did not cause controversy. The second case study is the restoration of Falaise Castle Bruno Decaris with this project first broke a polemic, followed by reforms that changed the course of Historical Monuments. The third case examined is the restoration of Fréjus arenas Francesco Flavigny, it illustrates a next step in the evolution of the situation in this area. The study develops three complementary components: an institutional history of monuments Historic service after 1960, the contributions of the Venice Charter text in the French context and the movement of interest after the 1980. The second part focuses on architectural analysis of interventions in both the treatment of existing material and in the treatment of architectural additions to contemporary character. Finally, the third component focuses on the study of media coverage, reception and controversy surrounding these interventions. The various media who took part in the distribution and receipt of interventions inform the porosities at work between artists and curators. This work tries to provide answers to questions that drive today's practice and architectural education on training, status, skills, specialized or not in the restoration architects and their methods of intervention

"The prevailing realities of 'severely depressed' African economies make it difficult for children to enjoy the socio-economic rights guaranteed under the Children's Charter. This study takes the view that the responsibility of parents and the obligations of the state towards children's socio-economic rights must be mutually supportive. It therefore proposes the need for balancing parental responsibility and state obligations in the struggle to ensure that the socio-economic rights of children across the continent are met, albeit, under difficult economic circumstances. ... The study is divided into five chapters. Chapter 1 has highlighted the structure of the entire discourse. Chapter 2 deals with the general perspectives of the socio-economic rights of children within the broad context of international human rights law. An overview of the normative and procedural framework of the Convention on the Rights of the Child is given. The chapter also examines the normative and procedural framework available for the protection of the child at the African regional level, the starting point of which is the African Charter on Human and Peoples' Rights and eventually narrowed down to the African Charter on the Rights and Welfare of the Child. Chapter 3 addresses the concept of parental responsibility. In particular, Africa's notion of parental responsibility is critically analyzed as a factor that makes a crucial difference to the interpretations of the underlying assumptions in the Children's Charter that the socio-economic rights of children could be met through the African communal and extended family network. Chapter 4 deals with states obligations in respect of the socio-economic rights of children. The South African jurisprudence on the rights of the child is also discussed in this chapter. The chapter also highlights the interplay between parental responsibility and state obligations in fulfilling the socio-economic rights of children. Chapter 5 consists of conclusions of the essay." -- Chapter 1. / Thesis (LLM (Human Rights and Democratisation in Africa))--University of Pretoria, 2003. / http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html / Centre for Human Rights / LLM