Charter School Expansion and within District Equity: Confluence or Conflict?

Autor/inn/en	Baker, Bruce D.; Libby, Ken; Wiley, Kathryn
Titel	Charter School Expansion and within District Equity: Confluence or Conflict?
Quelle	In: Education Finance and Policy, 10 (2015) 3, S.423-465 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/EDFP_a_00169
Schlagwörter	Charter Schools; Urban Areas; Urban Schools; Educational Resources; Educational Policy; Funding Formulas; Resource Allocation; School Districts; Equal Education; Educational Opportunities; Educational Practices; Educational Strategies; Educational Planning; Disabilities; Low Income Groups; Language Minorities; Elementary Secondary Education; Finance Reform; Financial Policy; New York; Texas + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; Bildungsmittel; Politics of education; Bildungspolitik; Funding; Finanzierung; Ressourcenallokation; School district; Schulbezirk; Bildungsangebot; Bildungschance; Bildungspraxis; Lehrstrategie; Bildungsplanung; Handicap; Behinderung; Sprachminderheit; Financial reform; Finanzreform; Fiscal policy; Finanzpolitik
Abstract	This article explores whether two popular policy initiatives are compatible or conflicting strategies for enhancing educational equality in diverse large urban centers. These two initiatives are (1) charter school expansion and (2) improvement of resource equity across urban public school systems through policies often referred to as weighted student funding formulas. In this article, we focus on New York and Houston, two cities where districts have adopted initiatives to improve equity of the distribution of school site funding and have concurrently experienced significant expansion of charter schooling. We find that charter schools have the tendency to amplify student population differences across schools by disability, language, and low income status, and that charter schools' access to financial resources varies widely. Nevertheless, we find that in very large urban districts like New York City, where charter market share remains small, the overall effects of charters on system-wide inequity remain small. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01