Schools without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System

Autor/inn/en	Miron, Gary; Urschel, Jessica L.; Mathis, William J.; Tornquist, Elana
Institution	University of Colorado at Boulder, Education and the Public Interest Center; Arizona State University, Education Policy Research Unit
Titel	Schools without Diversity: Education Management Organizations, Charter Schools, and the Demographic Stratification of the American School System
Quelle	(2010), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Private Sector; Organizations (Groups); Charter Schools; Public Schools; Comparative Analysis; Enrollment Trends; Student Diversity; Educational Discrimination; Racial Segregation; Economically Disadvantaged; Economic Status; English (Second Language); Second Language Learning; Special Education; Disproportionate Representation; Minority Groups; Longitudinal Studies + Suchen Sie Ihr Suchwort? Privater Sektor; Charter school; Charter-Schule; Public school; Öffentliche Schule; Rassentrennung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Special needs education; Sonderpädagogik; Sonderschulwesen; Ethnische Minderheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The primary purpose of this study is to examine how Education Management Organizations (EMOs) appear to affect the segregation or integration of schools by race, economic class, special education status, and language. This is accomplished through examining differences in enrollment patterns between schools operated by EMOs and schools run by their neighboring local districts. Five primary findings were reached: (1) Charter schools operated by EMOs tend to be strongly racial segregative for both minority and majority students as compared with the composition of the sending district; (2) For economically challenged students, EMO-operated charter schools more strongly segregate students than do their respective local districts. (3) EMO-operated schools consistently enrolled a lower proportion of special education children than their home district; (4) English Language Learners (ELL) were also consistently underrepresented in charter schools in every comparison; and (5) When examined for the years 2001 to 2007, the composition of the charter schools trended closer to the public school district for each of the four demographic groups examined. However, this phenomenon was an artifact of balancing extremes. For both for-profit and nonprofit EMOs, the segregation patterns of 2000-2001 were virtually identical to those in 2006-2007. Appendices include: (1) Findings by EMO; (2) Tables with Descriptive Statistics for Key Measures and the Differential Scores; and (3) Longitudinal Trends in EMO-Operated Schools. (Contains 6 tables, 15 figures and 60 endnotes.) (ERIC).
Anmerkungen	Education and the Public Interest Center. School of Education, University of Colorado, Boulder, CO 80309. Tel: 303-447-EPIC; Fax: 303-492-7090; e-mail: epic@colorado.edu; Web site: http://epicpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10