Education Law eJournal最新文献_第4页

Federal Aid and Equality of Educational Opportunity: Evidence from the Introduction of Title I in the South 联邦援助与教育机会平等:来自南方引入《第一修正案》的证据

Education Law eJournal Pub Date : 2011-06-01 DOI: 10.3386/W17155

Elizabeth U. Cascio, N. Gordon, Sarah J. Reber

引用次数: 9

Lautsi: A Commentary of the Grand Chamber Decision 劳茨:《大法庭判决评注》

Education Law eJournal Pub Date : 2011-04-14 DOI: 10.2139/ssrn.1809577

L. Zucca

引用次数: 0

Do Amish One-Room Schools Make the Grade? The Dubious Data of Wisconsin v. Yoder 阿米绪一室学校能达标吗?威斯康星州诉约德案的可疑数据

Education Law eJournal Pub Date : 2011-03-31 DOI: 10.2139/ssrn.1800409

W. Fischel

{"title":"Do Amish One-Room Schools Make the Grade? The Dubious Data of Wisconsin v. Yoder","authors":"W. Fischel","doi":"10.2139/ssrn.1800409","DOIUrl":"https://doi.org/10.2139/ssrn.1800409","url":null,"abstract":"Wisconsin v. Yoder, 406 U.S. 205 (1972), allowed the Old Order Amish to limit their children’s education to eight grades in private, one-room schools that resemble those of the nineteenth century. An important factual claim in Yoder was that Amish education was as effective as that provided by modern public elementary schools. This claim was supported by a statistical study directed by John Hostetler, the chief expert witness for the Amish. I show here that Hostetler’s data and findings should not have been taken seriously. I bring this charge not to urge that the Amish be herded back to public schools but to support a position I advanced in Making the Grade (Chicago 2009). I argued there that school-district consolidation from 1900 to 1970, which eliminated public one-room schools, was driven by popular demand for high school education and not, as is commonly assumed, by the top-down commands of state bureaucrats. It appears that the Amish maintain one-room schools for the very reason that non-Amish voters agreed to abandon them in the twentieth century: The education they provide is inadequate preparation for high school. I conclude by questioning the relevance of Yoder for present-day Amish education.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130148576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Religion and Education in Northern Ireland 北爱尔兰的宗教与教育

Education Law eJournal Pub Date : 2011-01-16 DOI: 10.2139/ssrn.1742144

C. McCrudden

{"title":"Religion and Education in Northern Ireland","authors":"C. McCrudden","doi":"10.2139/ssrn.1742144","DOIUrl":"https://doi.org/10.2139/ssrn.1742144","url":null,"abstract":"Since the foundation of Northern Ireland in 1920, the issue of control over primary and secondary education has been a source of significant tension between the two main ethno-religious communities in Northern Ireland, and between them and the government of Northern Ireland. Education in Northern Ireland is distinctly differently organized in Northern Ireland compared with the rest of the United Kingdom, and several of its ‘unique features’ (McKeown and Connolly, 1992, 211) arise out of the particular form of the political and religious sensitivities of education in the former. The paper is structured as follows. First, I shall outline the features of the governance of education in Northern Irish model. Second, I shall attempt to explain briefly why these features came about. Third, I shall consider research that has attempted to understand what are the effects of the model on the religious background of pupils in different schools. Fourth, I shall consider the role of teachers in this model. Fifth, I shall consider issues relating to curriculum and collective worship. Sixth, the crucial issue of school funding will be examined. Finally, I shall consider the prospects for the model in the future, by considering pupil opinion on the structure of schooling, and I shall explain how this model relates to political developments in Northern Ireland generally.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124128867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Private Choice in Public Programs 公共项目中的私人选择

Education Law eJournal Pub Date : 2010-10-07 DOI: 10.2139/SSRN.1689075

Dick Carpenter

{"title":"Private Choice in Public Programs","authors":"Dick Carpenter","doi":"10.2139/SSRN.1689075","DOIUrl":"https://doi.org/10.2139/SSRN.1689075","url":null,"abstract":"In 2006, the Arizona Legislature passed two new educational voucher programs, each worth $2.5 million annually, for children in foster care and for children with disabilities. On November 14, 2006, school choice opponents filed a lawsuit challenging the constitutionality of the programs. Yet, as this report details, for decades the State of Arizona has operated voucher-style programs just like the new educational scholarships. These programs, ranging from educational aid to welfare to adoption assistance, give aid directly to those in need and allow them to spend it on the service provider of their choice, including public agencies, private organizations and even, in most programs, religious schools and institutions. Similarly, school choice plans like Arizona’s give scholarships directly to qualifying parents who can then select the public, private or religious school of their choice. Indeed, we found that Arizona already had six different educational voucher programs that help more than 22,000 students annually attend the public, private or religious school of their choice. And the total annual cost of $22 million for these programs dwarfs the $5 million allotted for Arizona’s new school choice programs. This report shows that voucher programs that give recipients the free and independent choice of an array of providers, including faith-based organizations, have a long and established history in Arizona. Vouchers for foster children and those with disabilities represent only a modest addition to a long-standing and sensible policy of providing services through efficient choice-based programs for those most in need.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124911445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Urban Advantage Interim Report 城市优势中期报告

Education Law eJournal Pub Date : 2010-05-01 DOI: 10.2139/ssrn.1874847

M. Weinstein, E. Debraggio, A. Schwartz, Jacob Leos-Urbel, L. Nazar

引用次数: 1

Catholic Schools, Urban Neighborhoods, and Education Reform 天主教学校、城市社区与教育改革

Education Law eJournal Pub Date : 2010-03-31 DOI: 10.2139/ssrn.1395676

M. Brinig, N. Garnett

{"title":"Catholic Schools, Urban Neighborhoods, and Education Reform","authors":"M. Brinig, N. Garnett","doi":"10.2139/ssrn.1395676","DOIUrl":"https://doi.org/10.2139/ssrn.1395676","url":null,"abstract":"More than 1,600 Catholic elementary and secondary schools have closed or been consolidated during the last two decades. The Archdiocese of Chicago alone (the subject of our study) has closed 148 schools since 1984. Primarily because urban Catholic schools have a strong track record of educating disadvantaged children who do not, generally, fare well in public schools, these school closures have prompted concern in education policy circles. While we are inclined to agree that Catholic school closures contribute to a broader educational crisis, this paper shies away from debates about educational outcomes. Rather than focusing on the work done inside the schools, we focus on what goes on outside them. Specifically, using three decades of data drawn from the census and from the Project on Human Development in Chicago Neighborhoods (“PHDCN”), we seek to understand what a Catholic school means to an urban neighborhood. We do so primarily by measuring various effects of elementary school closures in the Chicago neighborhoods where they operated for decades. We find strong evidence that Catholic elementary schools are important generators of social capital in urban neighborhoods: Our study suggests that neighborhood social cohesion decreases and disorder increases following an elementary school closure, even after controlling for numerous demographic variables that would tend to predict neighborhood decline and disaggregating the school closure decision from those variable as well. This paper discusses these findings and situates them within important land-use and education-policy debates.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128922497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 25

Employment Contracts for Teachers as Professional Employees 教师作为专业人员的劳动合同

Education Law eJournal Pub Date : 2009-10-20 DOI: 10.2139/SSRN.1491613

D. Mangan

{"title":"Employment Contracts for Teachers as Professional Employees","authors":"D. Mangan","doi":"10.2139/SSRN.1491613","DOIUrl":"https://doi.org/10.2139/SSRN.1491613","url":null,"abstract":"In England and Canada there is a ‘professional’ nuance to teachers’ employment. Jurisprudence in both countries suggests a deliberate expansion of what reasonable expectations education employers have of their teacher employees. Teachers’ claim to professional status forms the basis for this expansion of teachers’ duties. The function of this long-held interpretation constitutes a further step in the contractualisation of teachers’ work. A hallmark of reforms dating back to the 1970s has been the increasing prescription of teachers work, a point which remains at odds with the claimed professional status. The age of the relevant cases hints that contractual flexibility has been a tool during times of reform. The result is that teachers’ employment contracts are understood as professional-level contracts, which means (to the courts) that not all duties must be spelled out in the contract. In fact, professional-level contracts cannot possibly include such an itemisation. Teachers are left with a series of lost decisions which reinforce not only their professional status (though in an unintended manner), but also unequivocally identify them as employees who are expected to follow all reasonable expectations of their education employers.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116819196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Contrasting Role of Ability and Poverty on Education Attainment: Evidence from Indonesia 能力和贫困对教育成就的对比作用:来自印度尼西亚的证据

Education Law eJournal Pub Date : 2009-08-19 DOI: 10.2139/ssrn.1458065

D. Suryadarma, A. Suryahadi

引用次数: 10

Spillover Effects of Inclusion of Classmates with Emotional Problems on Test Scores in Early Elementary School 情绪问题同学包容对小学早期考试成绩的溢出效应

Education Law eJournal Pub Date : 2009-06-22 DOI: 10.2139/ssrn.1424191

Jason M. Fletcher

{"title":"Spillover Effects of Inclusion of Classmates with Emotional Problems on Test Scores in Early Elementary School","authors":"Jason M. Fletcher","doi":"10.2139/ssrn.1424191","DOIUrl":"https://doi.org/10.2139/ssrn.1424191","url":null,"abstract":"Over the last decade, the federal government has directed schools to provide educational instruction for students with special needs in general education setting to the extent possible. While there is mixed evidence on the effects of these inclusion policies on the students with special needs, research examining potential spillovers of inclusion on non-disabled classmates has been scarce. There is particularly little research on the effects of inclusion policies on classmates during early elementary grades. This paper begins to fill in this gap by using a nationally representative, longitudinal survey of Kindergarteners. Cross sectional results suggest that having a classmate with an emotional problem decreases reading and math scores at the end of Kindergarten and first grade by over 10% of a standard deviation, which is 1/3 to 1/2 of the minority test score gap. In order to control for non-random sorting of students to schools as well as students to classrooms, this paper uses school-level and then student-level fixed effects. Results from the preferred empirical models suggest a decrease of approximately 5% of a standard deviation in math and reading scores, though the results are reading are less robust. The results also indicate moderate racial and gender differences in the effects.","PeriodicalId":402063,"journal":{"name":"Education Law eJournal","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117126320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5