Charter School Issues
Theories about anything typically originate with questions. They can be motivated by problems that require the generation of new knowledge to affect their solutions; provoked by events which somehow contradict an individual beliefs of how things are. Regardless of how questions arise, they generally lead researchers to conduct systematic observations on the basis of which plausible answers can be constructed. In some kinds of investigations, these observations are conducted without many advances, or a priori, expectations about what will be seen. By contrast, many other investigations require the researchers to general and test potential answers to finding solid theories in whether or not charter schools have significant issues which may impact the student and their specific needs to successfully learning.
Charter schools offer an alternative to traditional public schools, and are usually established with a special focus or objective. Notwithstanding the specialty, the schools must continue to meet Arizona's standards as must the students. Each charter school has a governing board. Each charter school is operated under the auspices of either the Arizona State Board for Charter Schools or the State Board of Education (www.azed.gov). Some charter schools are organized as nonprofit corporations, and some are for profit. Once a charter school is approved, its charter is good for fifteen years.
Documented issues seen within the charter school system based in Arizona include funding, which is based on attendance and enrollment, as well as the differences of student demographic populous. Furthermore, included, are teacher qualifications, curriculum development and lastly, parental involvement with socialization...
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Smith, M. K. (2002).Malcolm Knowles, informal adult education, self-direction and andragogy. The Encyclopedia of Informal Education, www.infed.org/thinkers/et-knowl.htm.
http://www.azed.gov/charter-schools
Many contest that charter schools outperform public schools in test scores, graduations, and success rates. However, the numbers prove on the contrary. In 2003, the Bush Administration did research of 70% of charter schools throughout the United States. 83% of those schools performed no better or even worse than public schools did. The ratio of 2:1 outnumbers charter schools underperforming than over performing (isreview.org). Many investors of charter schools are for-profit companies. In the state of Ohio, more than half the charter's money goes to profiteers. A miniscule 8% of schools received a positive review and rating, compared to 63% of public schools statewide. Focus then should turn to the teachers, these teachers, on average, have fewer years of experience than that of public school's teachers. In 2009, the odds of a charter school teacher leaving his or her profession was 132% greater than that of a public school teacher (isreview.org). these teachers were not let go for conduct detrimental to their student's education and success but voluntarily walk away from their career. The...
Ravitch, Diane. "The Success of Charter Schools is a Myth." 2012. Opposing Viewpoints. Document. 20 November 2013. .
Arguments For: Allows individuals or groups with innovative educational ideas to put them into practice without being unduly hampered by local or state bureaucracy. These schools may have unconventional hours, experiment with curricula, specialize in certain types of teaching or design programs tailored to a particular audience or community. Charter schools can introduce the ingredient of a measure of needed competition to the public schools. They may provide for more accountability because schools that work will be rewarded and those that do not will be changed or even closed.
They said that the Lottery is biased for the reason that the filmmaker stands for Charters school, and the film presents the situation from Charters Schools’ point of view or specifically Harlem Academy Charter School’s circumstances. Besides, Sackler does not show the negative aspects of Charter schools and positive aspects of public schools. In society, public schools play an essential role in community education. Things always have two side effects, therefore, not every public schools are poor. According to the Center for Research on Education Outcomes (CREDO) in Stanford University, there is only 17% of charter schools in the United States succeeded better than traditional public schools; 43% is illustrated no difference from public schools; in fact, 37% were worse than public schools in 2009. In Arizona, Florida, Minnesota, New Mexico, Ohio, and Texas, public schools have a higher learning gains than charter schools (CREDO). In reality, not all Charter Schools success in their educational system. However, everybody has their own believe. Based on personal experiences and viewpoints in his or her community, which cause Sackler favor in Charter Schools. Additionally, Harlem Academy Charter School has a tremendous progress to the students, compared to other public schools in the New York
To understand the actual differences of charter and public school quality of education, it is important to emphasize a fact often lost in the debate; namely, charter schools are public schools, which simply operate under different guidelines. This reality is more critical because of how perception clouds it. Charter schools are perceived as private institutions, supporters of them tend to be conservatives who feel the schools represent the value of competition in education, while opponents typically express the need for public school reform as more crucial in promoting educational equality (Rofes, 159). This political and ideological compone...
While private invested charter schools may seem to be the right choice for some children,
Rotberg, Iris C. (2014, February 1). Charter schools and the risk of increased segregation. Phi Delta Kappan, Vol.95 (5) pp.26-30. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=6aa05956-5bfe-43eb-9eec-b90be0fefa60%40sessionmgr113&vid=11&hid=125
Ugbu, J., U. (1992). Understanding cultural diversity and learning. EDUC 160 Urban Education (Spring 2014, pp. 213-228)
This source will equip the argument for utilizing diversity as an educational apparatus that supports student development and learning. The showcase of the impact of diverse student engagement will definitely be useful for providing a strong reasoning for showcasing how the experience of students in the US schooling system shapes the educational experiences of diversified student groups. Dixson, A., & Rousseau, C. (2005). And we are still not saved: critical race theory in education ten years later.... ...
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
Diversity in classrooms can open student’s minds to all the world has to offer. At times diversity and understanding of culture, deviant experiences and perspectives can be difficult to fulfill, but with appropriate strategies and resources, it can lead students to gain a high level of respect for those unlike them, preferably from a judgmental and prejudiced view. Diversity has a broad range of spectrums. Students from all across the continent; students from political refugees, indigenous Americans, and immigrants bring their cultural and linguistic skills to American classrooms. Students not only bring their cultural and linguistic skills, but they bring their ethnicity, talents, and skills.
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
The world is currently undergoing a cultural change, and we live in an increasingly diverse society. This change is not only affect the people in the community but also affect the way education is viewed. Teaching diversity in the classroom and focusing multicultural activities in the programs can help improve positive social behavior in children. There is no question that the education must be prepared to embrace the diversity and to teach an increasingly diverse population of young children.
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.