Ed. 141 Educational Policy

Note on readings:

There is one copy of all of the books needed for the seminar on the Honors Reserve shelf for Education 141. In addition, almost all of the books on the syllabus are available in the Educational Materials Center on the Education 141 shelf.

The following books are also in the College Bookstore:

Hanushek, Eric, Making Schools Work. Brookings Institute, 1994.

Heubert, Jay, Ed. Law and School Reform. Yale University, 1999.

Berliner, David C. and Biddle, Bruce J. The Manufactured Crisis, Addison-Wesley Publishing Company: New York, 1995.

Jennings, Nancy E. Interpreting Policy in Real Classrooms. Teachers College Press: New York. 1996.

Stone, Deborah, A. Policy Paradox and Political Reason. Harper Collins Publisher. 1996.

Apple, Michael. Cultural Politics and Education. 1996.

Tyack , David and Larry Cuban, Tinkering Toward Utopia. Harvard University Press, 1995.

Kahne, Joseph, Reframing Educational Policy. Publisher:Teachers College Press. 1996.

Murname, Richard, Teaching the New Basic Skills. Martin Kessler Books; The Free Press. 1996.

Denny Taylor. Learning Denied. Heinemann. 1991.

Olsen, Laurie, Made in America. New Press. 1997.

Kohn, Alfie, The Case Against Standardized Testing, Heinemann, 2000.

Odden, Larry and Lawrence Picus, School Finance: A Policy Perspective,

Whitford, B. and JonesK, Accountability, Assessment and Teacher Commitment, SUNY, 2000

*Readings marked with an asterisk (*) are also in the Ed. l4l Binder in the Educational Materials Center.

**A few readings marked with double asterisks (**) can be found only in the Ed 141 Binder.

Week I: (September 7) History of Educational Reform and Perspectives on the Education "Reform" Agendas in the Reagan-Clinton Eras.

Tyack, D. and Cuban, L. Tinkering Toward Utopia. Harvard University Press, 1995.

Berliner, D. and Biddle, B. The Manufactured Crisis. Addison-Wesley, 1995. Chapters l, 4, and 8.

*Smith, M. et.al. "Research-Based School Reform: The Clinton Administration's Agenda," in Improving America's Schools. National Research Council, 1996. Chapter 2 (pp. 9-15).

*House, E. Schools for Sale. Teachers College Press, l998. Chapters 1-2.

 

Week II: (September l4) The Funding of Education: Issues of Equity and Adequacy

*Odden, A. and Busch, C. " Financing Schools for High Performance. Jossey-Bass, 1998, Chapter 1.

*Odden, A. and Picus, L. "Schoool Finance: A Policy Perspective." McGraw Hill, 2000, Chapter l.

McUsic, M. "The Law's Role in the Distribution of Education: The Promises and Pitfalls of School Finance Litigation," in J. Heubert, Law and School Reform. Yale University Press, 1999. Chapter 3.

*Howell, P. and Miller, B. "Sources of Funding for Schools," in The Future of Children. David and Lucille Packard Foundation, Winter, 1997, Vol. 7, no. 3, pp. 39-50.

*Augenblick, J. et.al. "Equity and Adequacy in School Funding," in The Future of Children. David and Lucille Packard Foundation, Winter, 1997, Vol. 7, no. 3, pp. 63-78.

* Speakman, S. et. al. "Bringing Money to the Classroom: A Systemic Resource Allocations Model Applied to New York," in Picus and Wattenberg. Where Does the Money Go? Corwin Press, 1996, Chapter 6.

** Friedman, J. A Citizen's Guide to the Philadelphia School Budget, Century Philadelphia Campaign for Public Education, l999.

 

Week III: (September 2l ) Paradoxes of Policy Making and the Debate over Whether Money (and Other "Inputs") Make a Difference

Hanushek, E. Making Schools Work. Brookings Institute, 1994. Introduction, Chapters 1-4 and 5 (pp. 61-71).

* Hanushek, E. "The Quest for Equalized Mediocrity: School Finance Reform without Consideration of School Performance," in Picus and Wattenberg. Where Does the Money Go? Corwin Press, l996, Chapter 2.

Berliner, D. and Biddle, B. The Manufactured Crisis, Addison-Wesley, 1995. Chapter 3, pp. 65-86.

** Greenwald, R. Hedges, L and Lane, R. "The Effect of School Resources on Student Achievement," Review of Educational Research, Vol. 66, No.3, Fall, 1996, pp. 361-396.

*House, E. Schools for Sale, Teachers College Press, l998. Chapters 6-7.

Stone, D. Policy Paradox and Political Reason. Harper Collins, 1988. Introduction, Chapters 6-8.

Smith, M. et. al. "Research-Based School Reform: The Clinton Administration's Agenda," in Improving America's Schools, National Research Council, 1996. Chapter 2 (pp. 21-25 only).

*Odden, A. and Picus, L. School Finance: A Policy Perspective.McGraw Hill, 2000, Chapter 7 (pp. 288-299 only)

Optional: For continued debate between Hanushek and Hedges et. al.

** Hanushek, E. "A More Complete Picture of School Resource Policies," Review of Educational Research, Vol. 66, No.3, Fall, 1996, pp. 397-410.

** Greenwald, R. Hedges, L. and Laine, R. "Interpreting Research on School Resources and Student Achievement: A Rejoinder to Hanushek," Review of Educational Research, Vol. 66, No. 3, Fall, 1996, pp. 411-416.

 

Week IV (September 28) Frameworks for Analyzing Policy Decisions and Issues of Class Size and Tracking

Kahne, J. Reframing Educational Policy. Teachers College Press, 1996. Chapters 1-5, and 8. (If you want to skim Chapters 1-4, there is an appendix with summary of the four paradigms at end of book.)

Berliner, D. and Biddle, B. The Manufactured Crisis. Addison-Wesley, 1995, Chapter 6. (pp. 246-249 only)

Stone, D. Policy Paradox and Political Reason. Harper Collins, 1988, Chapters 2 and 10.

Loveless, T. "The Use and Misuse of Research in Educational Reform," in Ravitch, D. Brookings Papers on Educational Policy, 1998. Brookings Institution Press. 1998.

*Finn, J. and Achilles, C. "Tennessee's Class Size Study: Findings, Implications and Misconceptions," Educational Evaluation and Policy Analysis. Vol. 2l, no. 2 (Special Issue on Class Size), pp. 97-110.

*Hanushek, E. "The Evidence on Class Size," in Mayer and Peterson, edits. Earning and Learning, Brookings , l999. Chapter 7.

* Brewer, D. et. al "Estimating the Cost of National Class Size Reductions Under Different Policy Alternatives," Educational Evaluation and Policy Analysis. Vol. 2l, no. 2 (Special Issue on Class Size), pp. 179-192.

* Grissmer, D. "Conclusion—Class Size Effects," Educational Evaluation and Policy Analysis. Vol. 2l, no. 2 (Special Issue on Class Size), pp. 231-248.

 

Week V: October 26 ) A Question of Standards

*Tucker, M. and Codding, J. Standards For Our Schools, Jossey-Bass, l998, pp. 1-73.

Apple, M. Cultural Politics and Education, Teachers College Press, 1996. Chapter 2 and 3.

* Darling-Hammond, L. "Standards of Practice for Learner-Centered Schools", in Berne and Picus, Outcome Equity in Education, Corwin Press, 1994.

Darling Hammond, L. The Right to Learn, Jossey-Bass, l997, Chapter 7.

* Miller, R. "The Case Against National Goals, Standards and Curriculum," in Miller, R. Educational Freedom for a Democratic Society. Resource Center for Redesigning Education, 1995.

* Berlak, H. "Cultural Imperialism and Goals 2000," in Miller, R. Educational Freedom for a Democratic Society. Resource Center for Redesigning Education, 1995.

Spring, J. Political Agendas for Education. Lawrence Erlbaum Associates, Chapter 1 and pages on Standards in Chapter 3 (pp. 57-60 only)

*Massell, D. "Achieving Consensus: Setting the Agenda for State Curriculum Reform," in Elmore And Furhman, edits. The Governance of Curriculum, l994, Chapter 6.

*Zemelman, S. Daniels, H. and Hyde, A. "Best Practice in Social Studies," in Best Practice: New Standards for Teaching and Learning in America's Schools, Heinemann, l998, Chapter 6.

** Also look at History Standards book (on shelf in EMC)and very short editorials about history standards debates in Ed l4l Binder

Week VI: (October 19 ) Systemic Reform: What Is It? Do We Want or Need It? And Case Study of Kentucky Reforms

* O'Day, J. and Smith, M. "Systemic Reform and Educational Opportunity," in Furhman, S. Designing Coherent Educational Policy. Jossey-Bass, 1993.

* Fullan, M. "Innovation, Reform and Restructuring Strategies," in G. Calweti. Challenges and Achievements of American Education. 1993 Yearbook, American Association for Supervision and Curriculum Development, 1993.

Vinovskis, M. History and Educational Policy Making. Yale University Press, l999. Chapter 7 (An Analysis of the Concept and Uses of Systemic Reform)

* Fuhrman, S. "Legislatures and Education Policy," in The Governance of Curriculum. Association for Supervision and Curriculum Development, 1994.

* Cohen, D. and Spillane, J. "Policy and Practice: The Relations Between Governance and Instruction," in Furhman, S. Designing Coherent Educational Policy. Jossey-Bass, 1993, (pp.. 35-46 only.)

Whitford, B. and Jones, K. Accountability, Assessment and Teacher Commitment, SUNY, 2000, Chapters 1,6, 7, 10, 15, (pp. 233-237 only)

Adams, J. "School Finance Policy and Students' Opportunities to Learn: Kentucky's Experience," in The Future of Children. David and Lucille Packard Foundation. Winter, 1997, Vol. 7, no 3, pp. 79-95.

 

Week VII: (October 5) Testing Controversies: Historical and International Comparisons and Testing for High Stakes

*Heubert, J. and Hauser, R. High Stakes Testing: Testing for Tracking, Promotion and Graduation. National Academy Press, l999, Chapters 1, 2, 7, and 12.

Berliner, D. and Biddle, B. The Manufactured Crisis, Addison-Wesley, 1995. Chapter 2 (pp. 13-35 and 51-64).

Kohn, A. The Case Against Standardized Testing, Heinemann, 2000.

*Stevenson, H. and Lee, S. "An Examination of American Student Achievement From An International Perspective," in Ravitch, D. Brookings Papers on Educational Policy, l998. Brookings Institution Press, 1998, ( pp. 7-25, 38-50 only)

*Stedman, L. "An Assessment of the Contemporary Debate Over U.S. Achievement," in Ravitch, D. Brookings Papers on Educational Policy, l998. Brookings Institution Press, 1998.

Rothstein, R. The Way We Were. Century Foundation Press, l998. Chapters 1-3

*Koretz, D. "Using Student Assessments for Educational Accountability," in Improving America's Schools, National Research Council, 1996, Chapter 9.

**McNeil, L. "The Educational Costs of Standardization, " Rethinking Schools, Vol. 14, no.4 pp. 8-9 and l3.

**"Highlights from the Third International Mathematics and Science Study—Repeat TIMSS-R, National Center for Education Statistics, May 2001. Can be downloaded:http://nces.ed.gov/timss/timss-r

**"TIMSS l999 Benchmarking Highlights," International Study Center, Boston College, Lynch School of Education, . April, 2000.

Optional: For additional discussion of the debate over Texas test scores, see:

*Sacks, P. "The Texas Accountability Marchine," Standardized Minds, Perseus Books, l999, pp. 106-116.

**Haney, W. "The Texas Miracle in Education," Education Policy Analysis Archieves, Vol. 8, no. 41 at http://epa.asu.edu/epaa/v8n41/

Optional: For additional discussion of portfolio assessment approach, using Vermont as a case study, see Murnam, R. and Levy, F. Teaching the New Basic Skills, The Free Press, l996, Chapter 7 (pp.s 165-190 only)

 

Week VIII: (November 2) The Debate Over School Choice Alternatives

(In keeping with the theme of "choice," and the incredible number of possible readings and perspectives, I offer the following books and articles to choose among.)

*Lowe, R. "The Perils of School Choice," in Levine, D. et. al. Rethinking Schools, The New Press, 1995.

B. Fuller and Elmore, R. Who Chooses, Who Loses? Teachers College Press, 1996. See especially, Chapter l Fuller, Elmore and Orfield, Chapter 3 (Martinez et. al.), Chapter 4. (Lee et. al.), Chapter 8 (Blank).

Kahne, J. Reframing Educational Policy. Teachers College Press, 1996. Chapter 6.

Harmer, D. School Choice. Cato Institute, 1994, Chapters 6-8.

Rasell, R. and Rothstein, R. School Choice: Examining the Evidence. Economic Policy Institute, 1993. See especially, Chapter l (Wells), Chapter 3 (Witte), Chapter 4 (Plank et. al.), Chapter 7 (Cookson).

Ravitch, D. and Viteretti, J. New Schools for a New Century. Yale University Press, l997. See especially, Chapter 2 (Bierlein) , Chapter 3 (Hill), Chapter 4, (Chubb), Chapter 5 (Peterson and Noyes), Chapter 10 (Ravitch).

Smrekar, C. and Goldring, E. School Choice in Urban America. Teachers College Press, l999, See especially Chapters 2-4 and 6.

Peterson, P. and Hassel, Bryan. Learning From School Choice. Brookings Institution Press, l998. See especially, Chapter 1 (Peterson), Chapter 2 (Hassel), Chapter 9 (Chubb), Chapter 11 (Martinez), Chapter 12 (Weinschrott and Kilgore), Chapter 13 (Green, Peterson and Du), Chapter 16 (Viteritti)

House, E. Schools for Sale: Why Free Market Policies Won't Improve America's Schools and What Will. Teachers College Press, 1998. Chapter 9.

Odden, A. and Busch, C. Financing Schools for High Performance. Jossey-Bass, 1998, Chapter 3.

* Wells, A. et. al. "Charter School Reform in California," Phi Delta Kapan, December, l998, pp. 305-312.

* Zollers, N. and Ramanthan, A. "For Profit Charter Schools and Students With Disabilities," Phi Delta Kappan, December, l998, pp. 297-304.

"Setting the Agenda" Conference Papers, National Center for the Study of Privatization in Education, April, l999 See especially papers by Kemerer, Myers, Wells and Scott, Carnoy, Natriello, and Cookson. (Only on EMC Shelf)

Witte, J. The Market Approach to Education: An Analysis of America's First Voucher Program, Princeton University Press, 2000. Espec. Chapters 2-6. **** CHAPTER 2 (Vouchers)

Carnoy, M. "School Choice or is It Privatization," Educational Researcher, October, 2000. (Vouchers and Charters)

Hoxby, C. "The Effects of School Choice on Curriculum and Atmosphere, Earning and Learning, Brookings Institutuion Press, l999. (Public School Choice)

Peterson, P. Myers, D. Howell. W. and Mayer. D. "The Effects of School Choice in NYC, Earning and Learning, Brookings Institutuion Press, l999. (Vouchers)

 

Week IX: (November 9) The Critical Role of Teachers in School Reform: Directions for Teacher Preparation, Professional Development and Recruitment

* Fullan, M. and Hargreaves, A. What's Worth Fighting for in Your School. Teachers College Press, 1996. Chapters l and 4.

** Darling-Hammond, L. and Sykes, G. Teaching As The Learning Profession. Jossey-Bass, l999. Chapter 7 (Darling-Hammond et. al) Chapter 9 (Elmore And Burney), and Chapter 13, (pp. 385-4ll only) (Darling-Hammond and McLaughlin)

* Lieberman, A. and McLaughlin, M. "Networks for Educational Change," in McLaughlin, M. and Oberman, I. Teacher Learning: New Policies, New Practices. Teachers College Press, 1996.

* Cochran-Smith, M. and Lytle, S. "Communities for Teacher Research," in McLaughlin, M. and Oberman, I. Teacher Learning: New Policies, New Practices. Teachers College Press, 1996.

*Darling-Hammond, L. Wise, A. and Klein, S. A License to Teach. Jossey-Bass. 1999,

Chapters 3-4.

*Odden, A. and Picus, L. School Finance, McGraw Hill, 2000, Chapter ll.

**"To Touch the Future: Transforming the Way Teachers are Taught," American Council on Education, l999. pp. 1-15.

Optional: For further discussion on the problem of unqualified teachers, see:

*Ingersoll, R. "The Problem of Underqualified Teachers in American Secondary Schools," Educational Researcher, March, l999, pp. 26-37.

 

Week X: (November 16) Directions in Reading: Questions Regarding Methods, Research and Policy Implementation at the Classroom Level

*Cherkasky-Davis, L. "Best Practice in Reading," in Zemelman, S. et. al. Best Practice: New Standards for Teaching and Learning In America's Schools. Heinemann, l998, Chapter 2.

Snow,C. Burns, S. "Preventing Reading Difficulties in Young Children," National Research Council, l998. Read XXXXX and as much of the rest of the report as you would like (Go to Tripod and access on web through title of book)

Allington, R. and Woodside-Jiron, "The Politics of Literacy Teaching: How "Research Shaped Educational Policy," Educational Researcher. Vol. 28, No 8.

Jennings, N. Interpreting Policy in Real Classrooms. Teachers College Press, 1996.

*Wilson, K. and Bennett, D. Redesigning Education. Henry Holt, 1994. Chapter 3.

Reading Recovery manuals by M. Clay and G. Pinnell. (only on EMC shelf)

*Dyer, P. "Reading Recovery: A Cost Effectiveness and Educational Outcomes Analysis." ERS Spectrum. Vol 10. No. l, Winter l992

*Slavin, R. et. al. Every School, Every Child: Success for All. Corwin Press, 1996. Chapters, 1, 2, 8, and 9.

Optional: For research debate about Reading Recovery, see:

** Hiebert, E. Rejoinder: Revisiting the Question: What Difference Does Reading Recovery Make to an Age Cohort?" Educational Researcher, 25 (7), October, 1996.

** Pinnell, et al. "What Difference Does Reading Recovery Make?" Educational Researcher, 25 (7), October, 1996

Week XI: (November 23) : Federal Involvement in Education: Head Start, Title I, and Comrehensive School Reform

Zigler, E. and Styfco, S. Headstart and Beyond, Yale University Press, 1993. Chapters l and 5.

*Ellsworth, J. and Ames, L. Critical Perspectives on Project Head Start. SUNY Press, 1998. Introduction pp. vii-xvii, Chapter 11(Spatig et. al) and Chapter 13 (Ellsworth).

Gerry, M. "Service Integration and Beyond," in Heubert, J. Law and School Reform. Yale University Press, 1999 (pp. 244-252 only)

**Promising Results, Continuing Challenges: The Final Report of the National Assessment of Title I. Office of the Under Secretary , Planning and Evaluation Service, U.S. Department of Education l999, Executive Summary, pp. i.-xxiv. Available in Ed l4l Binder only. Available also on the web at : http//www.ed.gov/offices/OUS/eval

**High Standards for All Students: A Report from the National Assessment of Title I on Progress

and Challenges since the l994 Reauthorization," Office of the Undersecretary, U.S. Department of Education, 2001. Available only in Ed l4l Binder. Available also on the web at: www.ed.gov/offices/OUS/eval/elem.html

**"Improving the Odds: A Report on Title I from the Independent Review Panel," Council on Basic Education, January, 2001. Available also at www.c-b-e.org

New Directions: Federal Education Policy in the 2lst Century, Thomas Fordham Foundation, March l999. Chapter l, pp. 1-16. (and look at Chapter summaries on pp. ix-xii.

**"States and Districts and Comprehensive School Reform, CPRE Policy Briefs, Graduate School of Education, University of Pennsylvania May, l998.

*Berends, M. et. al. Implementation and Performance in New American Schools: Three Years into Scale-Up. RAND, 2001, Chapters 1 and 8.

Bodilly, Susan, New American Schools' Concept of Break the Mold Designs, RAND, 2001, Summary,( pp. xiii-xviii), Chapter l (pp. 1-18), Chapter 4 (pp. 110-123) and Chapter 5.

** Fashola, O. and Slavin, R. "Schoolwide Reform Models: What Works," in Phi Delta Kappan, January, l998, Vol. 79. no. 5, pp. 370-379.

Optional: For further debate about whether Success for All research is reliable, see:

** Pogrow, S. "What Is An Exemplary Program and Why Should Anyone Care?" Educational Researcher, October, 1998, pp. 22-29.

** Slavin, R. "Rejoinder: Yes, Control Groups Are Essential in Program Evaluation: A Response to Pogrow," Educational Researcher, April, l999, pp. 36-38.

 

Week XII: (November 30, 1999) Language, Politics and Policy Issues (Immigrant and Students and Families)

Orozco, M. et.al. "Cultural, Educational and Legal Perspectives on Immigration: Implications for School Reform," in Heubert, J. Law and School Policy. Yale University Press, l999. Chapter 4. (pp. 160-19l only)

Olsen, L. Made in America. The New Press, 1997. Read the following chapters in this order. Chapters Intro, Chapters 10, 4, 7, 8 and ll.

* Crawford, J. Hold Your Tongue. Addison-Wesley, 1992. Chapter 8.

Hones, D. and Char, S. Educating New Americans. Lawrence Erlbaum Associates, 1999. Chapter 2 ("Visions of America: Narratives of Immigrants, School and Society")

Crawford, J. "Language Politics in the United States: The Paradox of Bilingual Education," in Ovando, C. and McLaren, P. (edits.) The Politics of Multiculturalism and Bilingual Education, McGraw Hill, 2000, Chapter 6.

Crawford, J. "Bilingual Education: Strike Two" Rethinking Schools, Winter 2000-2001, pp. 3

and 8.

Krashen, S. "Bilingual Education Works," Rethinking Schools, Winter 200-2001, pp. 3,9 and 25.

Cummins, J. Beyond Adversarial Discourse: Searching for Common Ground in the Education of Bilingual Students, in Ovando, C. and McLaren, P. (edits.) The Politics of Multiculturalism and Bilingual Education, McGraw Hill, 2000. Chapter 7.

Optional: For further discussion of "old and new immigrants" and the agenda of English Only,

see:

* Crawford, J. Hold Your Tongue. Addison-Wesley, 1992. Chapter 5 and 6).

Week XIII: (December 7) Special Education: The Dilemmas for Policy

Terman, D. et. al. "Special Education for Students with Disabilities," in The Future of Children, David and Lucille Packard Foundation, Vol 6 (l), Spring, 1996.

Martin, E. et. al. "The Legislative and Litigation History of Special Education," in The Future of Children, David and Lucille Packard Foundation, Vol 6 (l), Spring, 1996. (Note: Begin on bottom of p. 28)

Taylor, D. Learning Denied, Heinneman, 1991.

Reschly, D. "Identification and Assessment of Students with Disabilities," in The Future of Children, David and Lucille Packard Foundation, Vol 6 (l), Spring, 1996.

Hocutt, A. "Effectiveness of Special Education: Is Placement the Critical Factor?" in The Future of Children, Center for the Future of Children, David and Lucille Packard Foundation, Vol 6 (l), Spring, 1996.

Parrish, T. and Chambers, J. "Financing Special Education," in The Future of Children, David and Lucille Packard Foundation, Vol 6 (l), Spring, 1996.

Hehir, T. and Gamm, S. "Special Education: From Legalism to Collaboration," in Heubert, J. Law and School Policy. Yale University Press, l999. Chapter 5 (pp. 205-216 and 227-239 only)

Heubert, J. and Hauser, R High Stakes: Testing for Tracking, Promotion and Graduation, National

Academy Press, 1999, Chapter 8, "Students with Disabilities"

Ysseldyke, J. Algozzine, B. and Thurlow, M. Critical Issues in Special Education, Houghton Mifflin, 2000, Chap. 10 (pp. 274-286 only) and Chapter 13.

XIV: (December 14) School and Work: School to Work?

Murname, R. and Levy, F. Teaching the New Basic Skills. Free Press, 1996. Chapters 1-3, 5.

** Mendel, R. "The American School-to-Career Movement: A Background Paper for P Policymakers and Foundation Officers." Lilly Endowment, 1994, pp. 7-24.

Innerst, C. "School to Work: Right Problem, Wrong Solution," in New Directions: Federal Education Policy in the 2lst Century, Thomas B. Fordham Foundation, March, l999.

Apple, M. Cultural Politics and Education. Teachers College Press, 1996. Chapter 4.

* Resnick, L. and Wirt, J. "The Changing Workplace: New Challenges for Education Policy and Practice," in Resnick and Wirt. Linking School and Work. Jossey-Bass, l996. Chapter l.

Gelber, D. The Business of Reforming American Schools. SUNY Press, l997, Chapter 8 (pp. 209-217, 221-226 only ).

Optional: For further discussion of school to work issues for special education students, see:

Wagner, M. Blackorby, J. "Transition from High School to Work or College: How Special Education Students Fare," in The Future of Children, David and Lucille Packard Foundation, Vol. 6 (l), Spring, 1996.

Optional: For further discussion of signalling educational achievement to employers, see:

* Bishop, J. "Signalling the Competencies of High School Students to Employers," in Resnick and Wirt. Linking School and Work. Jossey-Bass, 1996, Chapter 4.

Seminar Requirements and Procedures

1. Seminar Papers: Three times during the semester each seminar member will write a paper based on that week's readings and help lead a discussion of the week's topic. Each week there will also be an assigned responder for each seminar paper. There will be two papers presented each seminar, except for Weeks VIII and XI, when we will have extra papers presented because of class size. Papers should be approximately 5-6 pages single-spaced and make a policy argument. Specific topics or approaches are up to you, but feel free to consult with me about paper focus These papers will form the basis for a substantial part of the class discussion, but if you want to also design some type of class activity or case study to facilitate seminar discussion of the week's topic, you may do so.
   
   Papers must be available in the Ed l41 class folder on the server by 9:00 p.m. Monday evenings, so that seminar members have a chance to read and think about them before class.
   
   Two of the seminar papers will be revised and graded. I will meet with you and give you feedback before you do your revision. Revised seminar papers will be due two weeks after the original presentation.
   
2. Education Week: Everyone will spend time reading articles of their choice in Education Week, which you will receive weekly. Each week one member of the seminar will be responsible for leading a discussion (about one-half hour) on l-2 articles from the previous week's edition of Education Week. You will need to choose the article(s) by Saturday and send an email to rest of seminar telling us which article(s) to read.
   
3. Internship: Each seminar member will do an internship with some type of Philadelphia-based educational/policy organization. Types of responsibilities will vary--literature reviews, data analyses, survey research, writing, etc.) and the topic and type of work you will be requested to do will be decided by the organization with whom you are placed. You will spend about 4 hours a week on the internship, though depending on the project some or all of it may be done through College resources and not on site at the organization. In most cases you will work in a pair with another member of the seminar on your project. At the end of the seminar you will make an oral presentation on the work you did in the internship. In many cases you will also be writing up the work you did for the organization, according to their specification.
   
4. Final Exam: To be determined. Probably a revised version of Educational Policy Honors exam from 1997. Exams will be self-scheduled during exam week through December 2l.

   *Lowe, R. "The Perils of School Vouchers," in Levine, D. et al. Rethinking Schools, The New Press, 1995.

   "Selling Out Our Schools," Rethinking Schools, May 1996.

   B. Fuller and Elmore, R. Who Chooses, Who Loses? Teachers College Press, 1996. See especially, Chapter 1 Fuller, Elmore and Orfield, Chapter 3 (Martinez et. Al.), Chapter 4. (Lee et. Al.), chapter 8 (blank).

   Kahne, J. Reframing Educational Policy. Teachers College Press, 1996. Chapter 6.

   Harmer, D. School Choice. Cato Institute, 1994, Chapters 6-8. (California Voucher Fight)

   Rasell, R. and Rothstein, R. School Choice: Examining the Evidence. Economic Policy Institute, 1993. See especially, Chapter 1 (Wells), (St Louis Deseg), Chapter 3 (Witte), (Vouchers) Chapter 4 (Plank et. Al.), Chapters 8-12 (Chubb and Moe debate over private school effects-quite technical).

   Ravitch, D. and Viteretti, J. New Schools for a New Century. Yale University Press, 1997. See especially, Chapter 2 (Bierlein-Charters), Chapter 3 (Hill-Contracting), Chapter 4, (Chubb-For profit—Edison), Chapter 5 (Peterson and Noyes—Vouchers), Chapter 10 (Ravitch).

   Smrekar, C. and Goldring, E. School Choice in Urban America. Teachers College Press, 1999, see especially Chapters 2-4 and 6. (magnet schools)

   Peterson, P. and Hassel, Bryan. Learning From School Choice. Brookings Institution Press, 1998. See especially, Chapter 1 (Peterson), Chapter 2 (Hassel—Charters), Chapter 9 (Chubb-For Profit, Edison), Chapter 11 (Martinez—Vouchers), Chapter 12 (Weinschrott and Kilgore—Vouchers), Chapter 13 (Green, Peterson and Du—Vouchers), Chapter 16 (Viteritti)

   House, E. Schools for Sale: Why Free market Policies Won't Improve America's Schools and What Will. Teachers College Press, 1998. Chapter 9.

   Odden, A. and Busch, C. Financing Schools for High Performance. Jossey-Bass, 1998, Chapter 3 (Charter schools).

   Wells, A. et al. "Charter School Reform in California," Phi Delta Kapan, December, 1998, pg.305-312.

   Zollers, N. and Ramanthan, A. "For Profit Charter Schools and Students with Disabilities," Phi Delta Kappan, December, 1998, pg. 297-304.

   Barr, R. and Parret, W. How to Create Alternative Magnet and Charter Schools That Really Work. National Education Service. 1997.

   Rouse, C. Private School Vouchers and Student Achievement. National Bureau of Educational Research. 1997.

   Ascher, C. Hard Lessons: Public Schools and Privatization. 20th Century Fund, 1996. (Vouchers and Contracting)

   Nathan, Joe. Charter Schools: Creating Hope and Opportunity. Jossey-Bass, 1996.

   Hassel, B. The Charter School Challenge. Brookings Institution Press, 1999.

   "Setting the Agenda" Conference Papers, National Center for the Study of Privatization in Education, April 1999. See especially papers by Kemerer (law and vouchers), Wells and Scott (Charter schools), and Cookson (vouchers). (Volume only on EMC shelf.)

   Keenan, D. "Vouchers Go Down to Defeat, " Rethinking Schools, Winter 2000-2001.