A Case Study Comparison of Charter and Traditional Schools in New Orleans Recovery School District: Selection Criteria and Service Provision for Students with Disabilities

Autor/in	Wolf, Nikki L.
Titel	A Case Study Comparison of Charter and Traditional Schools in New Orleans Recovery School District: Selection Criteria and Service Provision for Students with Disabilities
Quelle	In: Remedial and Special Education, 32 (2011) 5, S.382-392 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362220
Schlagwörter	Evaluation; Traditional Schools; Research Design; Charter Schools; Disabilities; School Districts; Case Studies; Advocacy; Educational Change; Crisis Management; Enrollment; Standardized Tests; Grade 4; Grade 8; Academic Achievement; Louisiana + Suchen Sie Ihr Suchwort? Evaluierung; Traditioneller Unterricht; Forschungsdesign; Charter school; Charter-Schule; Handicap; Behinderung; School district; Schulbezirk; Case study; Fallstudie; Case Study; Sozialanwaltschaft; Bildungsreform; Krisenmanagement; Einschulung; Standadised tests; Standardisierter Test; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Schulleistung
Abstract	In post-Katrina New Orleans, Louisiana, there is a growing concentration of charter schools. The Recovery School District (RSD) has oversight of the majority of these schools. To explore charges from community advocates that RSD charter schools restricted admission and provided inadequate services for students with disabilities, the following questions were asked: Were students with disabilities admitted equally to charter and traditional schools in New Orleans? and How were the services for students with disabilities the same or different in charter and traditional schools? A case study research design that included both traditional and charter RSD schools was used. Data were gathered through examination of relevant reports from school entities and popular media. Additional data were gathered through interviews with district personnel and traditional school, charter school, and community disabilities advocates. Analysis of resultant themes indicated evidence of selective practices as well as differences in education provision for students with disabilities. (Contains 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10