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School choice is a term for education options that allow students and families to select alternatives to public schools. It is the subject of fierce debate in various state legislatures across the United States.
In the United States, education is provided in public and private schools and by individuals through homeschooling. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems and supervise, usually through a board of regents, state colleges, and universities. The bulk of the $1.3 trillion in funding comes from state and local governments, with federal funding accounting for about $260 billion in 2021 compared to around $200 billion in past years.
Charter schools in the United States are primary or secondary education institutions which receive government funding but operate with a degree of autonomy or independence from local public school districts. Charter schools have a contract with local public school districts or other governmental authorizing bodies that allow them to operate. These contracts, or charters, are how charter schools bear their name. Charter schools are open to all students, depending on capacity, and do not charge tuition. 7.4 percent of all public school students attended a charter school in the 2021–2022 school year.
The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress promoted by the Presidency of George W. Bush. It reauthorized the Elementary and Secondary Education Act and included Title I provisions applying to disadvantaged students. It mandated standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. To receive federal school funding, states had to create and give assessments to all students at select grade levels.
The Elementary and Secondary Education Act (ESEA) was passed by the 89th United States Congress and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "War on Poverty", the act has been one of the most far-reaching pieces of federal legislation affecting education ever passed by the United States Congress, and was further emphasized by the revised No Child Left Behind Act of 2001.
Adequate Yearly Progress (AYP) was a measurement defined by the United States federal No Child Left Behind Act that allowed the U.S. Department of Education to determine how every public school and school district in the country was performing academically according to results on standardized tests. As defined by National Council on Measurement in Education (NCME), AYP was "the amount of annual achievement growth to be expected by students in a particular school, district, or state in the U.S. federal accountability system, No Child Left Behind (NCLB)." AYP has been identified as one of the sources of controversy surrounding George W. Bush administration's Elementary and Secondary Education Act. Private schools were not required to make AYP.
Memphis-Shelby County Schools(MSCS), previously known as Shelby County Schools (SCS), is a public school district that serves the city of Memphis, Tennessee, United States, as well as most of the unincorporated areas of Shelby County. MSCS is the 23rd largest school district in the United States and the largest in Tennessee.
Stride, Inc. is a for-profit education company that provides online and blended education programs. Stride, Inc. is an education management organization (EMO) that provides online education designed as an alternative to traditional "brick and mortar" education for public school students from kindergarten to 12th grade, as well as career learning programs. As of 2012, publicly traded Stride, Inc. was the largest EMO in terms of enrollment.
Gerald L. Zahorchak is an American educator and the former Secretary of Education for the Pennsylvania Department of Education, a position he held from 2006 to 2010. Throughout the 1980s and 1990s, Zahorchak worked at various Pennsylvania public school districts in a number of positions, including teacher, football coach, principal, federal programs director, strategic planning coordinator and personnel director. Zahorchak worked as superintendent of the Greater Johnstown School District in Cambria County from 1997 to 2003, when he was chosen to be Deputy Secretary for Elementary and Secondary Education for the state. Governor Ed Rendell appointed him Secretary of Education in 2005.
Race to the Top was a $4.35 billion United States Department of Education competitive grant created to spur and reward innovation and reforms in state and local district K–12 education. Funded as part of the American Recovery and Reinvestment Act of 2009, it was announced by President Barack Obama and Secretary of Education Arne Duncan on July 24, 2009. States competing for the grants were awarded points for enacting certain educational policies, instituting performance-based evaluations for teachers and principals based on multiple measures of educator effectiveness, adopting common standards, adopting policies that did not prohibit the expansion of high-quality charter schools, turning around the lowest-performing schools, and building and using data systems.
Binghampton is a neighborhood on an edge of Midtown in Memphis, Tennessee. It is named after W. H. Bingham, an Irish immigrant, hotelier, planter, magistrate, politician, and entrepreneur who founded a town to the east and slightly north of the Memphis city limits in 1893.
School Improvement Grants (SIGs) are grants awarded by the U.S. Department of Education to state education agencies (SEAs) under Section 1003(g) of the Elementary and Secondary Education Act of 1965. The SEAs, in turn, award subgrants to local educational agencies for the purpose of supporting focused school improvement efforts. In 2009, the Obama administration, and specifically U.S. Secretary of Education Arne Duncan, challenged the education community to make the lowest-achieving schools its highest priority.
Mosaica Education, Inc. is an education management organization that operates preschool, elementary, middle and high school programs in the United States, United Kingdom and India in addition to other countries through Mosaica Online. Mosaica Education was founded in 1997. It acquired Advantage Schools, Inc., in 2001. Mosaica Education's primary focus is developing charter school programs in the United States that use its proprietary Paragon curriculum. Mosaica Education is co-headquartered in New York City and Atlanta, Georgia. The organization employs more than 1,800 people, primarily at the school-site level, and operates 104 programs for 25,000 students worldwide as of November 2013. Michael J. Connelly is Mosaica's chief executive officer.
The Turnaround Model is one of four strategies available to American local education agencies (LEAs) under the Race to the Top and School Improvement Grants programs of the Obama administration. The other three programs include Restart, Transformation, and School Closures.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while whites score lower than Asian Americans.
Kevin S. Huffman is an American lawyer and education administrator who was the Commissioner of the Tennessee Department of Education. He was appointed to the position by Tennessee Governor Bill Haslam and served from April 2011 to January 2015. Prior to his work at the Tennessee Department of Education, Huffman held a senior management position in Teach for America and had worked as an attorney specializing in education.
Crescent City Schools is a charter management organization (CMO) based in New Orleans, Louisiana. Crescent City Schools is part of a movement in New Orleans to transform one of the worst school systems in the country. In the fall of 2010, Crescent City Schools received a Type 5 charter from the state of Louisiana to transform a failing school in New Orleans. In February 2011, Crescent City Schools was assigned to Harriet Tubman, a K-8 school in Orleans Parish, and assumed operations there on July 1, 2011. In 2012, the organization was awarded the expanded charter for Akili Academy of New Orleans and the charter for Paul B. Habans Elementary. Habans opened as Paul Habans Charter School in July 2013.
Expanded learning time (ELT) is a strategy employed by schools in the United States to redesign their school days and/or years in order to provide students, particularly in communities of concentrated poverty, with substantially more and better learning time. ELT is often a core element of school improvement or turnaround efforts, such that other practices like teacher collaboration, data-driven instruction, and integrated enrichment can be more effectively implemented. ELT differs from associated efforts like after-school programs or expanded learning opportunities (ELOs) because ELT requires all students in a given school to attend the longer day and/or year, and the additional time becomes a dependent component of the school's educational practices and objectives.
School segregation in the United States was the segregation of students based on their ethnicity. While not prohibited from having schools, various minorities were barred from most schools, schools for whites. Segregation was enforced by formal legal systems in U.S. states primarily in the Southern United States, although elsewhere segregation could be informal or customary. Segregation laws were dismantled in 1954 by the U.S. Supreme Court because of the successes being attained during the Civil Rights Movement. Segregation continued longstanding exclusionary policies in much of the Southern United States after the Civil War. Jim Crow laws codified segregation. These laws were influenced by the history of slavery and discrimination in the US. Secondary schools for African Americans in the South were called training schools instead of high schools in order to appease racist whites and focused on vocational education. School integration in the United States took place at different times in different areas and often met resistance. After the ruling of Brown v. Board of Education, which banned segregated school laws, school segregation took de facto form. School segregation declined rapidly during the late 1960s and early 1970s as the government became strict on schools' plans to combat segregation more effectively as a result of Green v. County School Board of New Kent County. Voluntary segregation by income appears to have increased since 1990. Racial segregation has either increased or stayed constant since 1990, depending on which definition of segregation is used. In general, definitions based on the amount of interaction between black and white students show increased racial segregation, while definitions based on the proportion of black and white students in different schools show racial segregation remaining approximately constant.
James H. Wyckoff is a U.S.-American education economist who currently serves as Memorial Professor of Education and Public Policy at the University of Virginia, where he is also the Director of the Center for Education Policy and Workforce Competitiveness. His research on the impact of teacher compensation on teacher performance has been awarded the Raymond Vernon Memorial Award of the Association for Public Policy Analysis and Management in 2015.
References
- ↑ "Achievement School District". Tennessee Consortium on Research, Evaluation, and Development. Archived from the original on October 23, 2013. Retrieved April 17, 2013.
- ↑ "Achievement School District". Achievement School District. Retrieved March 28, 2013.
- 1 2 3 Glazer, Joshua L.; Massell, Diane; Malone, Matthew (September 2018). "Charter Schools in Turnaround: Competing Institutional Logics in the Tennessee Achievement School District". Educational Evaluation and Policy Analysis . 41 (1): 5–33. doi: 10.3102/0162373718795051 . ISSN 0162-3737.
- 1 2 Rich, Motoko (April 3, 2013). "Crucible of Change in Memphis as State Takes On Failing Schools". New York Times . ISSN 0362-4331 . Retrieved September 14, 2023.
- ↑ Cardona, Nina (June 8, 2010). "Federal Definition Will Affect Achievement School District Numbers". Nashville Public Radio . Archived from the original on July 5, 2013. Retrieved March 28, 2013.
- ↑ "Race to the Top Fund". US Department of Education . Archived from the original on July 15, 2016. Retrieved July 19, 2016.
- ↑ Kim, Juli; Field, Tim; Hargrave, Elaine (2015). "The Achievement School District: Lessons from Tennessee" (PDF). Public Impact. Archived (PDF) from the original on April 27, 2021. Retrieved September 14, 2023.
- 1 2 Zimmer, Ron; Henry, Gary T.; Kho, Adam (December 2017). "The Effects of School Turnaround in Tennessee's Achievement School District and Innovation Zones". Educational Evaluation and Policy Analysis. 39 (4): 670–696. doi:10.3102/0162373717705729. ISSN 0162-3737.
- ↑ "Achievement Advisory Council For Potential Achievement School District Schools" (PDF). Achievement School District. Retrieved 28 March 2013.[ permanent dead link ]
- ↑ Aldrich, Marta (September 14, 2021). "Seven schools exit Tennessee's toughest school improvement list". Chalkbeat Tennessee. Retrieved 2023-09-14.
