Contesting the Public School

Wilson, Terri S.

doi:10.3102/0002831216658972

Cited by 23 publications

(5 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, HOTCS leadership took advantage of its autonomy and organized responses without needing to confer with leadership of the traditional school system. Charter schools often create their own organizational culture in order to distinguish them from the traditional public schools ( Wilson, 2016), and we see how HOTCS was able to leverage its strong school-community relationships in order to increase student attendance. Research highlights the growing digital divide evident in charter schools (Barrett & Gerstenfeld, 2020) and findings from this study suggest HOTCS leadership made a concerted effort to increase technology access and use, especially as tools to reduce absenteeism.…”

Section: Discussionmentioning

confidence: 98%

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Childs

Grooms

Mozley

2022

Education and Urban Society

View full text Add to dashboard Cite

COVID-19 placed a significant burden on urban students of color and their families. Changing environmental, community, and schooling factors influenced students’ ability and desire to attend school regularly. To ensure that students would attend school, district and school leaders were challenged with creating school environments and cultures that would promote attendance and overall safety. This case study of a charter school district in Texas highlights how organizational commitment by leaders and desire to get students to attend school during the pandemic, was pivotal as the school was transitioning during uncertain times. Interviews with district and school leaders revealed that supports, resources, and integration of technology helped to influence student attendance and helped to create plans for safely reopening.

show abstract

Section: Discussionmentioning

confidence: 98%

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Childs

Grooms

Mozley

2022

Education and Urban Society

View full text Add to dashboard Cite

show abstract

“…Further, there are broader questions about the role of charter school policy in the movement toward racial equity in schools. For some, charters provide opportunities for racially minoritized students (Wilson, 2016). However, others raise concerns about to whom charter schools are accountable (Scott, 2009(Scott, , 2013Frankenberg et al, 2010;Buras, 2011;Chapman & Antrop-González, 2011).…”

Section: Policy and Practice Recommendationsmentioning

confidence: 99%

Accountability Battle: A Critical Analysis of a Charter Renewal Decision

et al. 2022

View full text Add to dashboard Cite

Charter school policy represents two simultaneous forms of accountability, in which schools are accountable to both parents and authorizers. This study of a K-8 charter renewal decision interrogates these accountability relationships and the role of race and power in privileging the interests of particular stakeholders over others. Using counternarrative methodology and qualitative interviews and observations, we draw on critical race theory and new managerialism to make sense of the competing accounts surrounding a non-renewal process. We find four areas of tension, in which district officials subscribe to new managerialist authorizing styles that leave little room for participation from the Black and low-income school community. We conclude with recommendations for how districts can partner with communities to work toward frameworks of accountability that value the goals of multiple stakeholder groups.

show abstract

“…In addition to market tenets, some charters are informed by the progressive goals of advancing equitable opportunity and access for poor communities and communities of color long underserved by the traditional public school system. Communities leveraged the flexibility and autonomy afforded by the charter model to create ethnocentric charter schools (Fox & Buchanan, 2014;Wilson, 2016) and charters serving the educational needs of poor or immigrant families or those speaking languages other than English (Rofes & Stulberg, 2004). Moreover, for their progressive advocates, charters were intended to animate local participatory democracy, enabling teachers, families, and other stakeholders to create schools that reflected local needs and preferences (Budde, 1988).…”

Section: Network Of Progressive Charter Schoolsmentioning

confidence: 99%

“Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools

Castillo¹

2020

EPAA

View full text Add to dashboard Cite

Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how three progressive charter schools in New York City mobilized financial support, the extent to which charters’ financial supporters operated in a networked context, and the extent to which charters’ resource mobilization activities reflected their founding progressive tenets. Findings reveal that the focal charters incorporated market logic when cultivating financial support networks. In doing so, schools endeavored to secure their own resource advantages while reinforcing resource inequities across New York City’s unequal educational landscape, hence undermining the equity and community responsibility dimensions of their progressive missions.

show abstract

Contesting the Public School

Cited by 23 publications

References 38 publications

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Hidden in (Virtual) Plain Sight: A Charter District’s Focus on Attendance During COVID-19

Accountability Battle: A Critical Analysis of a Charter Renewal Decision

“Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools

Contact Info

Product

Resources

About