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Is State Takeover the Path to School Improvement? Examining the Politics of State Takeover
Mon, April 16, 8:15 to 9:45am, New York Hilton Midtown, Floor: Third Floor, Rendezvous TrianonSession Type: Roundtable Session
Abstract
Although there is a consensus on the need to address consistently low-performing schools, there is divergence on the path to school improvement. In the past decade, state-run turnaround districts that are typically accompanied by charter schools and a host of intermediary organizations have played a larger role in the provision of public education and school improvement. State takeover as a school improvement policy raises several important questions regarding the “publicness” of education as well as issues of equity. Using Georgia as a case study, this symposium draws on a range of perspectives to investigate the politics of state takeover, particularly the policy, scholarly and practical implications of the growing prominence of state takeover as a preferred school improvement strategy.
Sub Unit
Chair
Papers
Right Cause, Wrong Method? Examining the Politics of State Takeover in Georgia - Richard Welsh, University of Georgia; Sheneka M. Williams, University of Georgia; Shafiqua Hill, University of Georgia; Jerome Graham, University of Georgia - Athens
Examining the Narrative: An Analysis of the Discourse of State Takeover - Richard Welsh, University of Georgia; Sheneka M. Williams, University of Georgia; Shafiqua Hill, University of Georgia; Jerome Graham, University of Georgia - Athens
Why the Opportunity School District Failed? An Examination of the Politics of Improvement - Richard Welsh, University of Georgia; Jerome Graham, University of Georgia - Athens
Incentivizing Improvement or Imposition? An Examination of the Response to Gubernatorial School Takeover and Statewide Turnaround Districts - Richard Welsh, University of Georgia; Sheneka M. Williams, University of Georgia
Winning the School Improvement Lottery? An Examination of the Selection of Schools for State Takeover - Richard Welsh, University of Georgia; Erika N Cooper, University of Georgia - Athens