Expansion Of Schools Research Articles

Fiscal and Education Spillovers from Charter School Expansion

Fiscal and Education Spillovers from Charter School Expansion

The impact of primary schooling expansion on adult educational attainment, literacy, and health: Evidence from India’s Sarva Shiksha Abhiyan

In 2001–2002, India launched a schooling infrastructure program called the Sarva Shiksha Abhiyan (SSA). We examined the long-term associations of SSA with adult education and health. We used data from a national survey and employed fixed-effects regression models to compare outcomes of adults who were originally eligible for primary school during four years before (control) and after 2001 (intervention). Intervention group adults had 0.2 higher grade attainment, 0.04 points higher literacy test score (0–2 scale), and 0.12 higher weight-for-height z-score as compared with the control group. SSA was associated with improved education and health outcomes across socioeconomic subgroups but did not appear to reduce gender gaps substantially.

The collateral effects of private school expansion in a deregulated market: Peru, 1996–2019

This paper explores the mid-term effects of the de facto privatization that has taken place in the Peruvian educational system. It takes advantage of changes in educational market policies as well as two sources of variation, namely the geographical location of the new private schools and the year of birth of individuals. Both variables determine the degree of exposure to the private school expansion process. The results suggest that this phenomenon has contributed neither to increasing access to formal education nor to improving wages in the labor market. This evidence raises concerns about the impact of privatization on the quality of the education system as a whole, as well as the regulatory role of the State.

Passive Investment: The Political Dynamics of Charter Expansion in Los Angeles’ Portfolio District

Since the 1990s, charter schools have spread rapidly across the nation. The replication and expansion of charter schools has become a common feature of the portfolio management model which situates the district as strategic manager of a choice-based system including traditional and charter schools. Yet, many school districts have experienced substantial political, logistical, and technical challenges in managing and “right-sizing” the charter sectors in their communities. The Los Angeles Unified School District presents a strategic case to examine the challenges of charter expansion in a portfolio management model district. Using a micropolitical lens, we examine how political tensions over charter schools in Los Angeles affected one expanding charter network in LAUSD. This 3-year case study draws on interviews and focus groups with 48 charter leaders, teachers, and parents. We find that broader political tensions over charter schools in Los Angeles affected the network in material ways that challenge important assumptions of the functioning of LAUSD’s portfolio model. Specifically, we find that political tensions between the network and the district challenge a central assumption of the portfolio approach: namely, that the portfolio district can effectively operate as a neutral manager optimizing performance across schools in the portfolio. These political tensions also affected how this charter network managed instructional practice and parent engagement. This analysis offers important dimensionality to our understanding of organizational responses in portfolio district settings.

Factors Affecting Entrepreneurial Success: Evidence from the Micro-hydro Sector in Nepal

Purpose: To investigate factors affecting business success in Nepal’s micro-hydro sector. Design/methodology/approach: The causal-comparative research design was adopted. It is based on primary data. The necessary data were collected using a structured questionnaire from 40 micro-hydro construction companies having 99 respondents. The data have been analyzed by estimating econometric models and correlation analysis through SPSS. Results/findings: The paper concludes the company’s success is positively impacted by financial resources for expansion, network ties, trust, and years of schooling with a higher impact. On the other side, determinants like initial investment, shared vision, and experience have a lower impact on the company’s accomplishment. Originality/value: No such study uses recent data related to Nepal’s micro-hydro sector is accessible. The paper, therefore, is valuable for private companies, development actors, and policymakers to create an enabling environment for the company’s accomplishment. This work may potentially be useful to academia for future studies. Future Avenue: The expansion of this study may be achieved by investigating ways to motivate current employees and policy preparation friendly to acquire finance for the company’s expansion instead of its establishment. Paper type: Empirical research

Methodology of nonlinearity in the research of the phenomenon of the innovation space of higher school expansion

The article relates to the formation of a methodology of nonlinearity for nonlinear cognition of the spatial expansion of higher education in the innovation sphere, which manifests itself as the implementation of its innovative activities and the spread of innovations not only inside, but also outside its own national states. This trend of embedding higher education in the global innovation process has a stable and long-lasting character, due to its all-round innovatization and globalization.The article offers a rationale of the relevance and presentation of the methodology of nonlinearity as the most effective tool for understanding the expansion of the innovation space of higher education and its integration into the worldwide innovation process. The proposed methodology of nonlinear research is opposed to the so-called linear logic, a linear method often used in economics that considers objects and phenomena with predictable behavior and is not able to give a complete picture of the development of open nonequilibrium systems. The methodology of nonlinearity includes the principles of the theory of systems self-organization and the theory of evolutionary economics. It allows combining both stationary and dynamic components of the nonlinear process under study in one model, revealing the nature of changes in both spatial and temporal properties accompanying the modification of higher education integrated into the global innovation space.The study’s results are presented as the parameters of the nonlinearity of the university innovation space expansion. Theirs disclosed using a nonlinear methodology. There are: the openness of higher education to the import-export of information, energy and material flows; the state of instability, disequilibrium under the influence of external and internal factors; updating the structure through self-organization, leading to the replacement of obsolete parts of the system with new ones; the ability to make qualitative leaps, once at the bifurcation points.The article offers a rationale of the relevance and presentation of the methodology of nonlinearity as the most effective tool for understanding the expansion of the innovation space of higher education and its integration into the worldwide innovation process. The proposed methodology of nonlinear research is opposed to the so-called linear logic, a linear method often used in economics that considers objects and phenomena with predictable behavior and is not able to give a complete picture of the development of open nonequilibrium systems.The methodology of nonlinearity includes the principles of the theory of systems self-organization and the theory of evolutionary economics. It allows combining both stationary and dynamic components of the nonlinear process under study in one model, revealing the nature of changes in both spatial and temporal properties accompanying the modification of higher education integrated into the global innovation space.The study’s results are presented as the parameters of the nonlinearity of the university innovation space expansion. Theirs disclosed using a nonlinear methodology. There are: the openness of higher education to the import-export of information, energy and material flows; the state of instability, disequilibrium under the influence of external and internal factors; updating the structure through self-organization, leading to the replacement of obsolete parts of the system with new ones; the ability to make qualitative leaps, once at the bifurcation points.

Leveraging Community Resources and Local Expertise to Build a Safe Learning Environment for K-12 Students During COVID-19: A Field Experience.

To share the experiences of stakeholders in a school district's response to the COVID-19 pandemic, especially related to supporting the district in the reopening process and sharing key decision points, challenges, facilitators, and overall lessons learned that may be applied to future emergencies. A descriptive study of participants' experience that included (1) a content analysis of policy documents and recommendations that were developed and published by key stakeholders and (2) interviews with stakeholders in the school system that were coded to identify patterns and themes. Remote interviews conducted over Zoom. Participants live or work in Brookline, Massachusetts. Fifteen qualitative interviews were conducted with school committee members, principals, members of school leadership, school nurses, school staff, parents, advisory panel members, and physicians collaborating with the school district. Whether patterns and themes related to challenges, solutions, and recommendations for future management of public health emergencies in the district could be identified. Challenges experienced during a school district's response included staffing burdens, changing scopes of services, the difficulty of successfully enforcing social distancing, addressing staff and family fears, meeting informational needs, and limited resources. Multiple interviewees shared that they felt there should have been a greater emphasis on mental health in the district's response. Successes of the response included the creation and implementation of a consistent communications system, recruiting volunteers and mobilizing the community to address critical needs, and effective technology expansion and usage in schools. Leadership and community collaboration were essential to the response to the COVID-19 pandemic in addition to strategies used to enhance coordination and communication and relay information across the community.

Long-term health effects of a school construction program.

Non-communicable diseases (NCDs) disproportionately affect people in low- and middle-income countries (LMICs), yet context-specific evidence on policies that impact NCD risk factors is lacking. We estimate the impact of a massive Indonesian primary school expansion program in the 1970s on NCD risk factors in later life using data from two surveys with very large sample sizes. We find that in non-Java regions of Indonesia, the program led to significant increases in the likelihood of overweight and high waist circumference among women, but not among men. The increase for women can be partly explained by increased consumption of high-calorie packaged and take-away meals. We find no meaningful impacts on high blood pressure for either sex. Despite the increase in body weight, the program had a negligible impact on diabetes and cardiovascular disease diagnosis. It led to an improvement in women's self-reported health outcomes in their early-40s, but these benefits largely disappeared once they reached their mid-40s.

Shuttering Schools in the Gateway City: School District Viability and Black Community Relations After Mass K-12 School Closures in St. Louis, MO

ABSTRACT Since 1990, over 40% of schools have closed in the St. Louis Public Schools District (SLPSD) because of steep enrollment decline. Tracing educational trends over 30 years, I examine when, where, and why K-12 public schools closed in St. Louis in order to highlight the social conditions and policy decisions that contract contemporary urban education. I ask: What key social factors influence K-12 school closure patterns in St. Louis, Missouri? This mixed methods study summarizes analyses of data from the U.S. Department of Education, the St. Louis Public Schools District, and local news coverage to describe trends, determinants, and consequences of K-12 public school closures in St. Louis, Missouri (1990–2020). Findings demonstrated that closures in the city district were concentrated in majority-Black neighborhoods, with limited evidence of benefits to youth and communities. Findings also indicated that attempts to create educational change through the desegregation transfers program, charter school expansion, and administrative restructuring all triggered waves of closures. Drawing from community relations perspectives, I interpret mass closures as racialized policy practices that strain Black community relations and contract city districts. I argue that recurrent closures undermine youth and community development and disengage Black communities in ways that threaten district viability. Conclusions weigh whether the closure practices in the district have caused irreparable damage to Black community relations or if new policy objectives can foster long-term growth.

The Political Economy of Subprime Educational Policy: A Critical Analysis of Charter Schools in Black Communities

In this conceptual paper, the author explores the relationship between the subprime mortgage crisis and charter school expansion. By situating both cases in a structural analysis of race and political economy, this article demonstrates how Jim Crow segregation established the conditions for contemporary symbiotic relationships between segregation and economic exploitation as evidenced by the concentration of subprime mortgages and charters in Black communities. By centering Black communities, this analysis demonstrates the limitations of charters to advance educational opportunity for historically underserved communities if broader political economic contexts are considered.

The Fiscal and Welfare Effects of Policy Responses to the Covid-19 School Closures

Based on data on school visits from Safegraph and on school closures from Burbio, we document that during the Covid-19 crisis secondary schools were closed for in-person learning for longer periods than elementary schools, private schools experienced shorter closures than public schools, and schools in poorer US counties experienced shorter school closures. To quantify the long-run consequences of these school closures, we extend the structural life cycle model of private and public schooling investments by Fuchs-Schündeln et al. (Econ J 132:1647–1683, 2022) to include private school choice and feed into the model the school closure measures from our empirical analysis. Future earnings and welfare losses are largest for children that started public secondary schools at the onset of the Covid-19 crisis. Comparing children from the top to children from the bottom quartile of the income distribution, welfare losses are 0.5 percentage points larger for the poorer children if school closures were unrelated to income. Accounting for the longer school closures in richer counties reduces this gap by about 1/4. A policy intervention that extends schools by 6 weeks generates significant welfare gains for children and raises future tax revenues sufficient to pay for the cost of this schooling expansion.

The effects of charter schools on neighborhood and school segregation: Evidence from New York City

ABSTRACT This paper estimates the effect of charter schools on the diversity of nearby traditional public schools (TPSs) and neighborhoods in New York City. We employ a difference-in-differences approach that exploits the variation in the expansion of the charter sector between grades in the same school. This approach allows us to isolate the effect of charter schools from other neighborhood demographic changes. Our results show small positive effects of charter school expansion on TPS diversity as measured by the entropy score. This change is explained by small increases in the number of White students attending nearby TPSs and larger reductions in the number of Black and Hispanic students in these schools. We also find descriptive evidence that while both neighborhoods and TPSs are slightly more diverse following charter school expansion, schools are changing faster than their surrounding neighborhoods.

Escuelas, maestras y territorios. Capacidades estatales y capital humano en Uruguay, 1877-1910

This article analyzes the early Uruguayan school expansion in Latin America during the First Globalization.With the school reform of 1877, the Uruguayan school system became highly centralized with a strong staterole in decision-making and the distribution of public funds. Information in the memories of «Dirección deInstrucción Pública», shows the significant growth of the school budget, concentrated in salaries and earlyshaped public education a highly feminized labor sector. Unlike other historical experiences, the public-schoolsupply was concentrated in less prosperous territories while the demand for education in Uruguay was greaterin economics richer regions. Another inequality was found in the type of school establishment. Rural schoolswere the most important in public enrollment, but only allowed to lower levels of education, resulting in relevanteducational inequalities between Montevideo and the rest of territories.

Creativity in continuity: legal treatises (al-rasāʾil al-fiqhiyya) in Islamic law

Abstract This article explores how legal treatises (rasāʾil) were essential sites for the development and expansion of Islamic legal schools’ (madhāhib) positions. The rasāʾil, along with legal dicta (fatāwā)—besides legal commentaries (shurūḥ) and manuals (mutūn)—were among the prime loci where jurists contended with rapid social, political, and economic changes. Although these legal treatises were written to address specific sociolegal issues, I argue that the treatise—as a separate genre—provided a creative space for jurists to reaffirm, restate, or advance a new opinion in the school. These legal treatises were carefully considered and extensively referenced in the authoritative works of the school for their updated legal positions, practical utility for judges in courts, and relevance for official policy purposes. To demonstrate this dynamic, I present a close reading of two legal treatises by Maḥmūd Efendī al-Ḥamzāwī (d. 1887), a key Ḥanafī authority and judge, and the muftī of Damascus (1867–1887). The first covers the issue of criminal law procedures in Islamic/Ottoman courts and the second addresses the topic of hunting with rifles. Both treatises expanded the legal positions of the Ḥanafī school by incorporating new justifications, qualifications, and information. They offer an essential perspective on the status of this genre of legal writing through an exposition of a range of emerging issues in the late nineteenth century.

South Korean “Youth Culture” of the 1970s and State-Led Modernization

The article examines features of Park Chung-hee’s project of modernization and identifies socio-economic and cultural influence of such state-led modernization on the creation and development of South Korean “youth culture” of the 1970s. The authors highlight several specific policies and socio-economic trends that led the emergence of “youth culture”: rapid urbanization and drastic increase in urban population; increase in urban families’ incomes and consumption; changes in the division of labor; expansion of both school and university education and dissemination of mass media. Along with that, the article analyzes the influence of the policies of managed westernization and developmentalist discourse of the 1960s on the formation of values of this “youth culture”. The paper explains how these state-led policies paved the way for the creation of “youth culture” that paradoxically contained drastically different values compared to both official discourse of the Yusin government and values of parental generation. The new generation born after the Korean War, the so-called Hangeul generation, became the main driving force behind it, but faced repetitive misunderstanding and condemnation from both the older generation and the state. Eventually, due to state’s pressure, this “youth culture” experienced decline in the second half of the 1970s.

Expansion of Programs and Schools Offering Dual Degrees in Master of Public Health and Master of Divinity: A Call to Action.

Expansion of Programs and Schools Offering Dual Degrees in Master of Public Health and Master of Divinity: A Call to Action.

Religious education in French private schools: Categories, conflations, and inequities

ABSTRACT France’s secular political culture, Catholic heritage, and tumultuous relationship with Islam have had a significant impact on 21st-century interpretations, perceptions, and politicisations of religious education in French society. Since religious education is relegated to the French private school system, it is decentralised, complex, and vastly plural – especially compared to France’s hyper-centralised public education. Religious education’s plurality and decentralisation have deepened with the recent expansion of Muslim and independent schooling. This article offers a comparative analysis of the variety of interpretations and manifestations of religious education across France’s private education system. Drawing upon extensive ethnographic fieldwork carried out in more than fifteen French private Muslim, Catholic, and secular schools intermittently from 2012 to 2020, I illustrate how Catholic school actors and supposedly ‘secular’ school actors imparting Christian culture can operate with significantly more freedom than their Muslim school counterparts. Despite significant variation in approaches to religious education across the system, religious education in Muslim schools is quite parallel to other schooling communities. Nonetheless, Muslim school actors face disproportionate barriers to equitable treatment. This discrimination is facilitated by the complexities and ambiguities of RE and is representative of efforts to restrict the imparting of Muslim culture(s) to youth in French schools.

‘We believe we will succeed… because we will “soma kwa bidii”’: acknowledging the key role played by aspirations for ‘being’ in students’ navigations of secondary schooling in Tanzania

ABSTRACT With dramatic global expansion of secondary schooling there has been significant research interest in how education is related to future aspirations, with important calls to acknowledge connections within processes of aspiring to young people’s social, economic and cultural circumstances. This paper presents findings from thematic analysis of interview, participant observation and classroom observation data from an ethnographic study in two secondary schools in Tanzania. It argues that an important, and often overlooked, aspect of this complex process is the way in which aspirations for the future are connected not only to present realities, but also aspirations in the present. Focusing on students’ aspirations relating to ‘being a “good” student’ and being able to ‘soma kwa bidii’ or ‘study hard’, this paper uses the conceptual language of the capability approach to assert the importance of considering aspirations for ‘being’ in education in conjunction with future aspirations for ‘becoming’.

An Algorithm for Locating the Educational Function of Rural Primary Schools under the Background of Rural Revitalization by Neural Networking

The functional orientation of agricultural primary schools in China has not been “rewritten” under the Rural Revitalization Strategy but has been given new connotation and new requirements. With the help of qualitative research design, taking three representative agricultural primary schools as the research field, a semistructured interview was conducted with 12 teachers engaged in management, teaching, and scientific research. According to the analysis of NVivo data, the Rural Revitalization Strategy promotes the expansion of agricultural primary schools in the four functional areas of teaching, scientific research, social services and cultural inheritance, and innovation, that is, to provide the “three rural” identity and value construction of agricultural primary school students under the curriculum reform; build first-class disciplines and first-class research and become the booster of Rural Revitalization; create a “decent” campus culture for agriculture, rural areas, and farmers; and cultivate new talents with morality, feelings, knowledge and ability.

해방직후 제주 지역 중등학교의 설립과 개편 양상

This is a study on the aspects of changes in secondary education that appeared in the establishment of secondary schools in Jeju area immediately after liberation. At that time, Jeju was a representative region showing the expansion of secondary schools. During the Japanese colonial period, there were only two regular middle schools, but by 1949, the number of regular middle schools increased to ten. This indicates that the inherent demand of Jeju-do residents for secondary education surfaced immediately after liberation and the meaning of changes in secondary education can be determined through the aspects of school establishment. Immediately after liberation, secondary schools in Jeju showed the aspects of reorganization from non-regular private middle schools to regular middle schools. The rapid increase in the number of middle schools in Jeju area after 1945 was made possible due to the internal sympathy of local community for the expansion of secondary education. After the second half of 1946, the administrative organizations expanded and the institutionalization of middle schools was carried out with the implementation of the Jeju-do provincial system and the U. S. military government’s new school system. At that time, the reorganization of the system into regular schools enabled not only the administrative authorities to strengthen the administrative power, but also made it easy for students with academic background of secondary school to enter into higher education or get a job. Many middle schools established immediately after liberation were gradually reorganized into regular middle schools in the system, which became the foundation of secondary schools in Jeju.