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Choosing Charters

Better Schools or More Segregation?

Iris C. Rotberg Joshua L. Glazer

9780807776872
pages
Teachers College Press
Overview
Do charter schools strengthen students’ educational experience? What are their social costs? This volume brings together a group of premier researchers to address questions about the purposes of charter schools and the role of public policy in shaping the educational agenda. Chapter authors explore topics seldom encountered in the current charter school debate, such as the challenges faced by charter schools in guaranteeing students civil rights and other legal protections; the educational and social implications of current instructional programs designed specifically for low-income and minority students; the use of charters as school turnaround agents; and other issues that lie at the intersection of education, politics, and social policy. Readers across the political spectrum, both supporters and critics of charter schools, can use this book to inform public policy about the ways in which charters affect diversity and inequality and the potential to devise policies that mitigate the most troublesome social costs of charter schools. Book Features: Examines how charter schools affect diversity and equity in U.S. schools. Describes how segregation plays out by race, ethnicity, and income; by disability and language-minority status; and by culture, language, and religion. Considers charter schools within a broader social context of high poverty rates, changing demographics, and continued housing and school segregation. Examines charter schools in the context of a new federal administration that is forging its own path in education and other domains of social policy. Includes some of the most prominent researchers and commentators in the field spanning policy research traditions, methodological approaches, and theoretical perspectives.
Author Bio
Iris C. Rotberg is a research professor of education policy and Joshua L. Glazer is an associate professor of education policy. They are both at the Graduate School of Education and Human Development at The George Washington University, Washington, DC.