Selling Schools: Marketing and Recruitment Strategies in New Orleans

Jabbar, Huriya

doi:10.1080/0161956x.2016.1119554

Cited by 83 publications

(82 citation statements)

References 42 publications

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“…Second, while this study demonstrates high levels of racial and socioeconomic diversity in public Montessori schools and areas where such diversity is limited, like Brown (2016), I cannot explain why certain schools are more or less representative of their districts. In some cases, this disparity may be due to limited recruitment efforts (Jabbar, 2016;Welner, 2013) and complicated enrollment processes, alongside an overwhelming number of White, middle-class applicants (Brown & Makris, 2016). Montessori educators may also unintentionally deter some parents of color by downplaying academic outcomes in favor of focusing on the holistic and socioemotional benefits of the Montessori Method (Debs, 2016a).…”

Section: Limitationsmentioning

confidence: 99%

Racial and Economic Diversity in U.S. Public Montessori Schools

Debs

2016

JoMR

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As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.

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Section: Limitationsmentioning

confidence: 99%

Racial and Economic Diversity in U.S. Public Montessori Schools

Debs

2016

JoMR

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“…Research has found that marketing is also a strategy to which principals turn when they sense competitive pressure for their students, as opposed to focusing on improving educational quality (Jabbar, 2016;Kasman & Loeb, 2013). Studies have further investigated the circumstances in which principals sense competitive pressure.…”

Section: Theory Vs Reality In the Literaturementioning

confidence: 99%

“…The other side of the informational coin is that schools themselves can regulate what is known about them, and by whom (Jabbar, 2016). Lubienski (2003) concludes that school processes are opaque to outsiders, that schools enjoy "informational advantages over consumers" and that they have "disincentives to empower consumers with better, more actionable information" (p. 132).…”

Section: Theory Vs Reality In the Literaturementioning

confidence: 99%

“…On this point, studies have shown that charter schools and private providers share only select information, or choose not to make information about their school widely available, precisely in an effort to influence the composition of their student body (Lubienski, 2003(Lubienski, , 2006. Moreover, studies have shown that it can be the schools that choose students, as in New Orleans, where charter schools (but particularly the elite ones) selectively admit, exclude, and push out students and are thus highly stratified by race, income, and special education status (Adamson, Cook-Harvey, & DarlingHammond, 2015;Jabbar, 2016).…”

Section: Theory Vs Reality In the Literaturementioning

confidence: 99%

“…Doing so is especially important because there is evidence that public authorities are not satisfied with their ability to oversee charter schools and other supplemental service providers (Heinrich, 2010). Rather than responding to parental choice and working within established legal frameworks, many charter schools are instead choosing among parents (Jabbar, 2016), creating coalitions, and tapping into advocacy networks in order to change the rules of the game (Au & Ferrare, 2014;Henig, Holyoke, Lacireno-Paquet, & Moser, 2003). These examples signal that charter school governance faces challenges that are not anticipated by proponents.…”

Section: Introductionmentioning

confidence: 99%

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Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

Edwards

DeMatthews

Hartley³

2017

EPAA

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While charter schools are among the most prevalent public-private partnerships in the education sector, they are frequently only assessed by measuring outputs such as enrollment and test scores. In contrast, this article assesses the logic model behind charter schools, specifically the mechanisms of accountability and competition, through a study of the Concession Schools in Bogotá, Colombia, using a realist evaluation methodology. Despite the program's success in increasing access in marginalized areas, findings indicate that accountability and competition were hindered in practice-because of insufficient choice for parents and other unique organizational and Education Policy Analysis Archives Vol. 25 No. 10 2 political factors. For example, particular issues emerged that influenced the availability of viable charter operators to open and manage schools while political orientations, political shifts, and evaluation design issues affected the charter authorizer's ability to monitor, assess, and hold charters accountable. Successfully operationalizing public-private partnerships requires that the mechanisms underlying each link in the policy theory are carefully designed and supported, that they directly connect, and that the functioning of one does not adversely impact the others-a difficult task given the dynamic and sensitive nature of such mechanisms and the imperfect world of educational reform. The article concludes by reflecting on a number of issues, including charter school exit from the market, the need for accountability of charter authorizers themselves, the increasing political clout of charter management organizations and their allies, and the ways that these actors circumvent or avoid public accountability. Keywords: charter schools; Colombia; public-private partnerships; accountability; competition; charter authorizers Asociaciones público-privadas, rendición de cuentas y competencia: Teoría versus realidad en las escuelas chárter de Bogotá, Colombia Resumen: Si bien las escuelas chárter se encuentran entre las asociaciones público-privadas más relevantes en el sector educativo, con frecuencia sólo son evaluadas por sus indicadores de cobertura/matrícula y por los resultados de las pruebas. Tomando distancia de esta tendencia, este artículo evalúa los componentes del modelo que hay detrás de las escuelas chárter y, específicamente, se enfoca en los mecanismos de rendición de cuentas y competencia, en un estudio de caso sobre las Escuelas por Concesión en Bogotá, Colombia, utilizando una metodología de evaluación realista. A pesar del éxito del programa al permitir el aumento en el acceso a la escuela en áreas marginadas, los hallazgos indican que la rendición de cuentas y la competencia se vieron restringidas en la práctica debido a la escasa posibilidad que tienen los padres para elegir y a otros factores particulares de índole política y organizativa. Por ejemplo, surgieron problemas específicos que influyeron en la disponibilidad de agentes idóneos que pudieran asumir la apertura y ad...

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The Dilemmas of Leadership in the Iron Cage

Fidan,

Kurt

2022

The Palgrave Handbook of Educational Leadership and Management Discourse

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Selling Schools: Marketing and Recruitment Strategies in New Orleans

Cited by 83 publications

References 42 publications

Racial and Economic Diversity in U.S. Public Montessori Schools

Racial and Economic Diversity in U.S. Public Montessori Schools

Public-private partnerships, accountability, and competition: Theory versus reality in the charter schools of Bogotá, Colombia

The Dilemmas of Leadership in the Iron Cage

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