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Questa ricerca presenta una panoramica introduttiva delle principali variabili (storiche, sociali, economiche, istituzionali, culturali, ideologiche e valoriali) che condizionano il policy-making educativo degli Stati Uniti e descrive le riforme e innovazioni più significative introdotte negli ultimi trent’anni nel sistema scolastico americano. Quali fattori socio-culturali, urgenze storiche, azioni e convinzioni politiche stanno alla base delle riforme in atto? Come stanno mutando gli equilibri di potere fra governo federale, stati membri e autorità locale e quali sono le ricadute di questo riallineamento sulla governance scolastica? L’approccio seguito per esaminare le principali riforme ed innovazioni (dal movimento per gli standard comuni, al collegamento fra i test scolastici e accountability per i risultati, alle charter school) è quello proprio della policy research, disciplina pressoché sconosciuta a quanti s’interessano di problematiche pedagogiche in Italia ma che può arricchire la capacità di lettura e comprensione di molte questioni dibattute quando si parla di riforme dell’istruzione. / this research provides a comprehensive introduction to the field of education policies in the United States. Blending together theoretical analysis and practical examples, it examines the main variables (history, economy, demographics, political structures, ideologies, values, political culture) that influence the policy environment. What social and economic needs does the U.S. education system cater to? What sociocultural factors, pressing historical circumstances, political choices and actions and beliefs (independent) underlie the current education reforms? What are the implications of the shift of power over education policy from the school and local levels to the federal and state levels? Current issues such as charter schools, high-stakes testing, standards-based reform, and school choice are analyzed in retrospective and perspective using a policy research approach to public problems and policy alternatives. Almost unknown to Italian educational experts, particularly in academia, policy research can expand our general understanding and knowledge about problems and choices when education reform is under discussion.

Parental involvement plays an essential role in the United States (U.S.) educational system. However, parental involvement poses many challenges for Hmong parents in American schools. Many assumptions are made on the parts of teachers, staff, and Hmong parents about parents' roles pertaining to their involvement in their children's education. Hmong parents struggle to reconcile beliefs, attitudes, and values that they bring with them from Laos with the expectations found in the U.S. due to their unfamiliarity with the U.S. educational system. This study employed the used a qualitative, descriptive case study approach to examine the perceptions of Hmong parents involvement at a K-6 Hmong American charter school in Northern California. The primary data collection method used in this study was interviews with four school-community stakeholder groups. The purposeful-selected interview participants included two administrators, four teachers, six parents, and four students. The interviews were dialogically coded and nine themes were developed related to parental involvement. These nine themes were: communication with parents, committee involvement, flexibility of staff, enrichment programs non-traditional school schedule, importance of field trips, cultural events and presence of other cultures, recommend school to others, and positive behavioral reinforcement. The study concludes with a presentation of the implications of the nine themes on the design of parent involvement models and recommendations are offered related to policies and connected strategies for how to design culturally relevant supports for parent involvement in education.

To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.