Educational Management Organizations Research Articles

Does testing environment matter for virtual school students?

Standardized test performance among students in full-time virtual schools generally lags behind that of students in traditional, face-to-face schools. One largely unexplored potential cause is the requirement to complete tests at unfamiliar facilities rather than from home, the normal learning environment for these students. The COVID-19 pandemic enabled some full-time virtual school students to test from home, providing a unique opportunity to assess how testing environment might influence outcomes. Using data from an educational management organization (EMO) running virtual schools in 21 U.S. states, we test whether full-time virtual school students perform better on standardized exams administered at home (n=524) relative to those testing at an unfamiliar testing site (n=1,443) in 2020-21. Home testing is associated with nearly one fifth of a standard deviation improvement in math and ELA performance even after controlling for prior test performance. Moreover, tests taken from home more strongly correlate with other measures of academic performance than do tests taken at designated facilities, indicating they better capture academic progress. Analyses investigating whether home testing enables cheating are inconclusive.

Leadership Strategies in Addressing Out-of-School Children: A Comparative Study of Heads of Government and Public–Private-Managed Schools in Sindh, Pakistan

The issue of Out-of-School Children (OOSC) presents a significant policy challenge in Sindh, Pakistan, where 44% of 5–16-year-olds are not attending school. This study examines how different leadership strategies in government and Public-Private Partnership (PPP) schools address this crisis. Drawing on transformational leadership theory and institutional theory, this research investigates the influence of school governance structures—specifically government schools, Education Management Organizations (EMOs), and Sindh Education Foundation (SEF) schools—on school leaders’ abilities to increase student enrollment and retention. Through a multiple case study design, this study collects qualitative data from three school heads, augmented by perspectives from vice principals and teachers. The findings indicate that leadership agency is constrained in government schools due to centralized decision-making, while PPP schools, particularly SEF schools, offer more autonomy, enabling more adaptive and community-centered leadership strategies. This study concludes that decentralized governance in SEF schools is more effective in addressing the OOSC issue, particularly in marginalized areas. These findings offer valuable insights for policymakers seeking to enhance educational access in regions with similar socio-economic challenges. The implications of this research underscore the need for flexible, context-specific leadership models to combat the OOSC crisis.

Weathering the storm: a descriptive examination of COVID era proficiency changes in charter schools

The COVID-19 pandemic imposed unprecedented disruptions on American education and contributed to profound learning loss. The stakes attached to learning loss are especially high for charter schools, whose survival and potential expansion or replication is heavily tied to test score performance. Using nationwide school-level proficiency data, this study examines achievement patterns in the charter sector between 2018–19 and 2020–21. Overall, it emerges that school proficiency rates in 2018–19 remained strongly predictive of proficiency rates in 2020–21. Still, certain notable patterns emerge from the data. Charters that serve more Black, Hispanic, and economically disadvantaged students lost more ground. Moreover, charters affiliated with education management organizations experienced less learning loss than other types of charter schools.

For‐profit milk in nonprofit cartons? The case of nonprofit charter schools subcontracting with for‐profit education management organizations

For‐profit milk in nonprofit cartons? The case of nonprofit charter schools subcontracting with for‐profit education management organizations

Gelenekselden Moderne Eğitim Yönetimi İçinde Education, Training ve Development Kavramlarına Genel Bakış

In this study, an overview of the concepts of education, training and development in educational management will be provided. In this context, the general definitions of education, which is an important developmental process function that provides a competitive advantage in educational management and various organizations, will be examined from the point of view of different researchers in the literature, and the concepts of education, training and development, which are often used in educational management practices and are highly focused on, that is, the basic characteristic concepts within the framework of educational management, will be addressed. As it is known, as we entered the twentieth century, the rapid development in science and technology and the rapid changes resulting from this were reflected in the industry, and the increasing competitive conditions brought new production management forms and understandings. This situation makes it necessary to change and restructure organizations, especially the understanding of service in education. The understanding of education has traditionally been used as a tool to develop specific knowledge and skills. But as managers and trainers realize the potential contribution of education to organizational goals, the role of education has been expanded to include creating and sharing knowledge. The role of education has gone beyond organizing an educational program. Education for effective knowledge transfer remains important, but training managers, human resources specialists and trainers are increasingly being asked to create systems that will motivate employees to learn, create information and share this information with other employees working in the organization. In particular, all organizations operating under dynamic environmental conditions have continuous learning needs. Today, many organizations, instead of considering education as a separate activity by itself, evaluate it as a strategic component of the organization. Key Words: Education, Management, Educational Management, Learning, Organization

Gelenekselden Moderne Eğitim Yönetimi İçinde Education, Training ve Development Kavramlarına Genel Bakış

In this study, an overview of the concepts of education, training and development in educational management will be provided. In this context, the general definitions of education, which is an important developmental process function that provides a competitive advantage in educational management and various organizations, will be examined from the point of view of different researchers in the literature, and the concepts of education, training and development, which are often used in educational management practices and are highly focused on, that is, the basic characteristic concepts within the framework of educational management, will be addressed. As it is known, as we entered the twentieth century, the rapid development in science and technology and the rapid changes resulting from this were reflected in the industry, and the increasing competitive conditions brought new production management forms and understandings. This situation makes it necessary to change and restructure organizations, especially the understanding of service in education. The understanding of education has traditionally been used as a tool to develop specific knowledge and skills. But as managers and trainers realize the potential contribution of education to organizational goals, the role of education has been expanded to include creating and sharing knowledge. The role of education has gone beyond organizing an educational program. Education for effective knowledge transfer remains important, but training managers, human resources specialists and trainers are increasingly being asked to create systems that will motivate employees to learn, create information and share this information with other employees working in the organization. In particular, all organizations operating under dynamic environmental conditions have continuous learning needs. Today, many organizations, instead of considering education as a separate activity by itself, evaluate it as a strategic component of the organization. Key Words: Education, Management, Educational Management, Learning, Organization

Improving the Quality of Learning Organizations through School Effectiveness

This study aims to investigate how educational institution managers encounter challenges in managing learning organization values and the reasons for these challenges. This qualitative case study aimed to apply knowledge of educational institutions and organizational development by implementing an integrated educational management design process and a learning organization. The investigation was conducted at the Sukma Bangsa School in Lhokseumawe. The case study method was used in this qualitative study, with analysis focused on the integrative design of organizational development in the context of educational management and learning organizations. A culture of strict discipline is deeply ingrained in both the fluidity of the fast-paced workplace and academic achievements. The findings of this study outline the following technical steps involved in the implementation of a learning school program: (1) the effectiveness of the leadership; (2) an understanding of the situation and the formulation of policies; (3) an alignment of the organizational structure and the logic of the program; (4) the prioritization of activities; (5) work that is both practical and reflective; (6) the development of organizational learning capabilities; and (7) the integration of organizational learning capabilities. In a nutshell, the findings indicate that implementing the concept of a learning organization ensures the organization's continued viability and the improvement of its educational offerings. The principles outline how research on the design, implementation, and evaluation of organizational interventions can be conducted to maximize the impact of those interventions in both the real world and the scientific community.

The Status of Changing Education Program and Innovating Teaching Methods for Elementary Teachers in Viet Nam

The Ministry of Education and Training has issued Circular No. 32/2018/TTBTC dated December 26, 2018 on the general education program, which has been implemented from the school year 2020-2021 starting from grade 1 and moving on to the next grade. The Ministry of Education and Training, as well as educational management organizations, have undertaken numerous actions in order to prepare for the General Education Program's promulgation and implementation in 2018. There are numerous challenges for teachers, students, parents, and administrators at this period of change in the educational program, particularly in terms of employing new teaching methods for kids. Collaboration between families, schools, and students is essential. In this article, we examine studies on the changing situation of educational programs in Vietnam, as well as the challenges of innovating teaching techniques and providing creative teaching methods for primary school instructors during this time.

Процессный подход к управлению образовательной организацией

The article explores the possibilities of a process approach that considers management as the continuous performance of certain interrelated activities, complex and general management functions in the development of a quality management system of an educational organization. The presented article defines the components of the educational activity process, which are based on the quality standard of the final product. The article is intended for teachers, researchers, heads of educational institutions, employers, customers of educational services, employees of educational management organizations.

The effect of knowledge management in educational settings: a study of education management organizations (EMOs) schools of Pakistan

PurposeThe purpose of the current study is to explore the influence of knowledge management (KM) in education management organizations (EMOs) Schools of Pakistan. Knowledge plays a pivotal role in the development of an organization due to sharing and managing of knowledge within an organization. In an era of competitiveness, KM has become a significant factor for the sustainable development of educational organizations. Knowledge and KM has become a key element in various fields of knowledge including health, technologies, engineering, social sciences, natural science, business and education. Organizations can adopt KM to improve effectiveness and gain advantage over other organizations. Also, it helps them to make well calculated decisions for the benefit of the organization. KM leads to increase in efficacy, more work, better performance, enhancing staff’s competency through quality decisions.Design/methodology/approachThe research study is descriptive type research by nature, and a qualitative approach was adopted for gathering data and within it the desk review was conducted. The data was analyzed through content analysis techniques. The secondary data was collected in this study. Therefore, the unit of analysis includes the government documents, published research articles and international agencies reports, journal articles, websites, e-books and internet resources, conference papers, case studies and the statistics available on KM in development of organizations in educational settings.FindingsThe findings of the study show that through KM the EMOs school can perform better and give outstanding results in terms of student’s achievements. Further, organizations can develop a system which helps them to take timely decisions for enhancing the image of school among all stakeholders including parents, community, teachers and society.Practical implicationsThe present study can benefit educational organizations, stakeholders, policymakers, provincial and federal governments and society. This will contribute to the new body of knowledge in the domain of education for knowledge creation and sharing.Originality/valueThis study is conducted in the context of EMOs schools. So, this may be the first research study in this area. In this connection, the study has originality in the context of KM in educational organization in Pakistan.

Perspectives of Pre-Service Teachers on Business Ethics

As the administrators with business ethics guide pre-service teachers, the item stating that both disciplinary incidents are reduced and everyone is willing to work together in the educational institution reveals that if the educational administrators have work ethics, the educational management organization can come together as a whole, including the pre-service teacherswithout neglecting the concept of discipline. In this study, the opinions of pre-service teachers studying at a state university on business ethics were discussed.

Examining Curriculum Differentiation of Education Management Organizations (EMOs) in 41 States

ABSTRACT This study seeks to understand the relationship between observable characteristics of schools operated by education management organizations (EMOs) and their organizational attributes. Most of the prior research on the relationship between EMO-operated schools and neighborhood and school sociodemographic characteristics considers the effect of organizational type in isolation without regard to scale or size. We contribute to the literature by using organizational behavior theory on nonprofit and for-profit sectors to explore how EMOs by sector and size might differentiate themselves from their competitors through instructional or curricular themes. Combining the effect of profit status, large EMOs are more oriented toward traditional curricula, while medium-small EMOs tend to focus on vocational curricula. After accounting for organizational size, the presence of medium-small EMOs contributes to higher odds of nonprofit EMOs and for-profit EMOs embracing progressive curriculum. Controlling for profit status, the presence of for-profit EMOs is more likely to increase the probability of both large EMOs and medium-small EMOs adopting alternative curriculum. To our knowledge, this is the first multistate study of EMO-operated schools that involves a comprehensive examination of differentiated curricula along the dimensions of organizational sector and size.

Understanding site selection of for-profit educational management organization charter schools

The rise of for-profit EMOs often becomes evidence of substantial shifts in the governance of education, through which schooling may become privatized and commercialized. This study is designed to understand the economic behavior of for-profit educational management organization charter schools, by focusing on their site selection decisions as a critical factor in making a profit. Using the locations of for-profit EMO charter schools in Michigan, the study examines determinants of the location decision on charter school markets, with the choice set of potential school districts. This research finds changes of the odds ratio in the percentage of for-profit EMO charter schools, logged expenditures per pupil, and in the proportions of African-American populations, populations who have experienced higher education, and unemployed populations. Provided that for-profit EMO charter schools make a site selection decision according to areas with certain characteristics, the spatial disparity of access to charter schools can raise issues concerning unequal educational opportunities.

Stay or go? Turnover in CMO, EMO and regular charter schools

BackgroundWe examine whether working conditions in different types of charter schools lead to different levels of teacher turnover. We consider two types of teacher turnover behaviors. One is teacher migration, which refers to the transfer of teachers from one school to another. The other one is teacher attrition, which describes the phenomenon of teachers leaving the profession entirely. We distinguish among charter schools managed by for-profit education management organizations (EMOs), those managed by non-profit charter management organizations (CMOs), and regular charter schools. Method/analysisOur data come from the 2011–12 Schools and Staffing Survey (SASS). We estimate multi-level models with hierarchical linear modeling (HLM) software. Findings and implicationsWe find that teachers in charter schools managed by EMOs and CMOs have higher levels of migration and attrition intention than do teachers in regular charter schools. Teachers, particularly in EMO-managed charter schools, are more likely to consider moving to another school or to leave the teaching profession. Our analyses suggest that the increased migration and attrition among teachers in MO-managed charter schools can be partially explained by the differences in working conditions, such as the degree of administrative support in the school, the degrees of classroom control and school-wide influence of teachers, salary, opportunities of professional development, the quality of the student body, and the degree of student misbehavior.

Growth and performance of fully online and blended K-12 public schools

This study provides a census of full-time virtual schools and blended schools from 35 states. Specifically, it utilizes data visualization and exploratory data analysis to examine student demographics and school performance measures of virtual schools and blended schools operating in the 2014-15 school year. The school achievement measures for both virtual and blended schools indicate these schools are performing poorly. Nevertheless, the evidence suggests that their enrollment growth continues. Large virtual schools operated by for-profit education management organizations (EMOs) dominate this sector and are increasing their market share. While more districts are opening their own virtual and blended schools, the schools are typically small, and with limited enrollment. The proportion of Black and Hispanic students in virtual schools is lower than the national average, while students enrolled in blended schools more closely resemble the race and ethnic characteristics of students enrolled in brick-and-mortar public schools nationwide. Virtual and blended schools, while serving students in kindergarten through grade 12, have higher concentrations at the elementary and secondary levels. The empirical work in this area is in its infancy; hence, this study seeks to contribute to both the conceptual and empirical implications of virtual and blended schools by embracing a balance between their public and private benefits.

Evaluating the Locational Attributes of Education Management Organizations (EMOs)

ABSTRACTThis study uses logistic and multinomial logistic regression models to analyze neighborhood factors affecting EMO(Education Management Organization)-operated schools’ locational attributes (using census tracts) in 41 states for the 2014–2015 school year. Our research combines market-based school reform, institutional theory, and resource dependency to explore one important issue regarding EMO location: What are the factors associated with the presence of varied types and sizes of EMOs in neighborhoods? To our knowledge, this is the first multistate study of neighborhood characteristics associated with the location of EMO-operated schools. The results show that the locational patterns of EMO-operated schools are sensitive to high minority areas, as expected, but also to socioeconomic characteristics of the neighborhood. Our findings also suggest that larger EMOs tend to gravitate to areas where they can mobilize resources. For those concerned about spatial efficiency-equity trade-offs in EMO location policies, our results suggest a need for close monitoring of the distributive patterns of EMO expansion across neighborhoods, racial/ethnic and income groups, and the net effect of EMO location on neighborhood attributes.

The Warped Logic of School Privatization

With a quarter-century of advocacy and institution building under its belt and extraordinarily deep pockets financing it, the movement to privatize public schools has become an influential presence in American education. After twenty-five years this movement has a substantial record that demands careful, thorough evaluation. Samuel Abrams's Education and the Commercial Mindset makes a signal contribution to such an evaluation. The bulk of the book is taken up with well-documented comparative studies of two different moments of the school privatization movement—for-profit educational management organizations and nominally non-profit charter management organizations.

Quality expression educational organizations: theoretical aspect

In the article authors analyze the expression of quality education organization. Based on Lithuanian and foreign authors works featured the philosophical and managerial theories, which guarantees the quality of education access. Analyze quality theory and their expression in education management organizations. Also deals the services of education and the orientation towards consumer’s behavior of educational organizations and education institutions. KEY WORDS: Education, Educational organization, Educational services, Quality of Education. DOI: http://dx.doi.org/10.15181/andragogy.v7i0.1375

“Failure” Irrelevant: Virtual Schools and Accountability-Immunity

“Failure” Irrelevant: Virtual Schools and Accountability-Immunity

A Bargain Half Fulfilled

Public charter schools (PCS) are thought to succeed because they have greater autonomy and are held more accountable than traditional public schools (TPS). Though teachers are central to this expectation, there is little evidence about whether teachers in PCS enjoy more autonomy and are held more accountable than teachers in TPS. Also, it is unclear what the franchising of the PCS sector—the growth of schools run by educational management organizations (EMOs)—means for teacher autonomy and accountability. Using nationally representative survey data, this article compares teachers’ perceptions of autonomy and accountability in PCS and TPS and in EMO-run and non-EMO-run PCS. It shows that teachers in PCS reported greater autonomy than teachers in TPS; similarly, teachers in non-EMO-run schools indicated greater autonomy than teachers in EMO-run schools. However, there were no differences in perceptions of accountability across these different school types.