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ANALYSES: CHARTER AND PUBLIC SCHOOLS (Shober, A. F., Manna, P., &…

- - - - “Therefore, we account for the potential impacts of both ideology and partisanship in our models, as other state politics scholars have done (Brown, 1995; Erikson et al., 1993).” (Shober et al., 2006,p. 569).
  - - - parents and students choose their own education
  - - - “Several examples of these value tensions exist. Okun’s (1975) famous study identified a “big tradeoff” between efficiency and equality. The irony of democratic capitalist societies, he reasoned, was that they prod people to work better to “get ahead of our neighbors” while simultaneously they embrace “the worth of every human being.” In combination, that drive for both efficiency and equality has produced a mix of political, social, and economic disparities, which suggest the “uneasy compromises” that policymakers have made in constructing institutions such as the nation’s income tax system and social safety net (Okun, p. 1)” (Shober, 564).
- - - - "Again, there is that word ‘monopoly’. Being a public school teacher who does not feel all that cozy, I am a bit suspicious of Mr Finn’s motives. I am also suspicious of programs, such as Mr Klein’s and Mr Bloomberg’s, which think it a good idea to bring in Jack Welch, former chief executive officer of General Electric, to give motivational talks to principals to make them better managers."
- - - - Serious, purposeful places (Finn p.10)
    - - “Many have ties with outside organizations, including universities, labs, and businesses, which bring expertise and some resources into the school, afford it some political protection, and supply it with venues for student internships and independent projects. Some schools are also viewed as magnets for economic development and talent recruitment for their community or state. School-board members and district leaders believe that the presence of the school encourages middle and upper-middle-class families to stay in town and stick with public education.” (Finn, 14)
      - “Leaders of these schools felt doubly vulnerable as attention—and resources—were concentrated on low-performing schools and students. ("Smart kids will do fine, regardless, and in any case are not today's priority" was the undertone they picked up.) Many had become accustomed to having at least some extra resources, often for transportation or smaller classes.” (Finn, 13)
      - -” While some schools benefit from certain categorical funds (e.g., magnet dollars, STEM, or tech-voc dollars), many don't qualify for other state and federal programs, such as Title I, bilingual education, and special education. Most engage in supplementary private fundraising to sustain resources for transportation, smaller classes, or other school features to which they and their students, parents, and teachers are accustomed.” (Finn, 13)
    - - Only slightly less poor (Finn p.10)
      - Trying to expand diversity
      - Rely on applicants prior school performance (Finn p.10)
    - - "Attending an exam school increases the rigor of high school courses taken and the probability that a student graduates with an advanced high school degree but has little impact on scholastic aptitude test scores, college enrollment, or college graduation." (Finn p.15)
    - - Offers a lot of AP courses
      - Standardize
    - - Selectivity
      - Schools that admit applicant mainly on the basis of their scores on entrance exams (Finn p.11)
      - Schools are diverse
  - - - Putting The Science of Sex into Practice
      - Sexual Realism and the Limitations of Intermediate Scrutiny Analysis
        
        "Concluding that the social constructivist account of gender "doesn't fit the facts" he then reiterates that "girls and boys behave differently because their brains are wired differently." (Williams 2010 p.571)
      - Leveraging Disadvantage
        
        • “Proponents of single-sex public education stress its potentially remedial effects for those who have suffered a range of social disadvantages, including poverty and a lack of gender-appropriate role models.'" However, appeals to redress injustices suffered by boys invite critical scrutiny of the claim to disadvantage in the first place.” (Williams 2010 p.576)
      - Sex Stereotyping and the law
        
        • “Experimentation with single-sex education in K-12 public schools remains a risky endeavor, given persistent uncertainty about what kinds of programs and policies the law allows.” (Williams 2010 p.564)
      - Single Sex public education and the law
      - Internationalization and the Politics Of Difference
      - Conclusion
      - Sex Difference and Social Disadvantage
      - Single Stereotyping and the law