Recent Reforms in Basic Education in the United States

COURSE OUTLINE

Day 1: Organization of basic education system (school choice, charter/magnet schools, etc.) 01/08, às 14h, na Sala 20 da Pós-Graduação do IE 

Basic reading list:
1)   Lubienski, Chris A., & Lubienski, Sarah T. (2013). Chapter 2 (The theory of markets for schooling) in The public school advantage: Why public schools outperform private schools. Chicago: University of Chicago Press.
2)   Lubienski, Chris A., & Lubienski, Sarah T. (2013). Chapter 4 (Achievement in public, charter, and private schools) in The public school advantage: Why public schools outperform private schools. Chicago: University of Chicago Press. 

Additional suggested readings:
1)   Carnoy, Martin. (2000). School choice? Or is it privatization?. Educational Researcher, 29(7), 15-20.
2)   Lubienski, Chris A., & Lubienski, Sarah T. (2013). Chapter 7 (Reconsidering choice, competition, and autonomy as the remedy in American education) in The public school advantage: Why public schools outperform private schools. Chicago: University of Chicago Press.
3)   Belfield, Clive R., & Levin, Henry M. (2015). Chapter 1 (Education privatization in its many forms) in Privatizing educational choice: Consequences for parents, schools, and public policy. New York: Routledge. Acesse aqui: https://goo.gl/aNK5ZC
4)   Belfield, Clive R., & Levin, Henry M. (2015). Chapter 2 (The marketplace in education) in Privatizing educational choice: Consequences for parents, schools, and public policy. New York: Routledge. Acesse aqui: https://goo.gl/aNK5ZC
5)   Lipman, Pauline. (2011). Chapter 6 (Choice and empowerment: The cultural politics of charter schools) in The New Political Economy of Urban Education. New York: Routledge.
6)   Belfield, Clive R., & Levin, Henry M. (2002). The effects of competition between schools on educational outcomes: A review for the United States. Review of Educational research, 72(2), 279-341.

Day 2: Evaluation of basic public education (High-stakes testing, teacher evaluation) 02/08, às 14h, na Sala 20 da Pós-Graduação do IE 

Basic reading list:
1)   Au, Wayne. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
2)   Darling-Hammond, Linda, Amrein-Beardsley, Audrey, Haertel, Edward, & Rothstein, Jesse. (2012). Evaluating teacher evaluation. The Phi Delta Kappan, 93(6), 8-15.

Additional suggested readings:
1)   Amrein, Audrey L., & Berliner, David C. (2002). High-stakes testing & student learning. Education policy analysis archives, 10, 18.
2)   Shahjahan, Riyad A. (2011). Decolonizing the evidence‐based education and policy movement: revealing the colonial vestiges in educational policy, research, and neoliberal reform. Journal of Education Policy, 26(2), 181-206.
3)   Hursh, David. (2013). Raising the stakes: High-stakes testing and the attack on public education in New York. Journal of Education Policy, 28(5), 574-588.
4)   Lipman, Pauline. (2002). Making the global city, making inequality: The political economy and cultural politics of Chicago school policy. American Educational Research Journal, 39(2), 379-419.
5)   Au, Wayne. (2015). Meritocracy 2.0 High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism. Educational Policy, 0895904815614916.

Day 3: Financing basic public education systems (role of charitable foundations, etc.) 03/08, às 14h, na Sala 20 da Pós-Graduação do IE 

Basic reading list:
1)   Reckhow, Sarah. (2012). Chapters 1 (Accountability, markets and the philanthropic agenda) and 2 (Following the money from foundations to urban school districts) in Follow the money: How foundation dollars change public school politics. Oxford: Oxford University Press. Acesse aqui: https://goo.gl/vDzh1j
2)   Brown, Amy. (2012). A good investment? Race, philanthrocapitalism and professionalism in a New York City small school of choice. International Journal of Qualitative Studies in Education, 25(4), 375-396.

Additional suggested readings:
1)   Brown, Amy. (2015). Chapter 7 (Philanthrocapitalism: Race,political spectacle and the marketplace of beneficence in a New York City school) in What’s race got to do with it? How current school reform policy maintains racial and economy inequality. New York: Peter Lang.
2)   Lipman, Pauline, & Jenkins, Cristen. (2011). Chapter 5 (Venture philanthropy: From government to governance) in The New Political Economy of Urban Education. New York: Routledge.
3)   Reckhow, Sarah, & Snyder, Jeffrey W. (2014). The expanding role of philanthropy in education politics. Educational Researcher, 43(4), 186-195. 
4)   Scott, Janelle. (2009). The politics of venture philanthropy in charter school policy and advocacy. Educational Policy, 23(1), 106-136. 
5)   Scott, Janelle, & Jabbar, Huriya. (2014). The hub and the spokes: Foundations, intermediary organizations, incentivist reforms, and the politics of research evidence. Educational Policy, 0895904813515327.
6)   Trujillo, Tina. (2014). The Modern Cult of Efficiency Intermediary Organizations and the New Scientific Management. Educational Policy, 28(2), 207-232.

Day 4: School closings/school “turnarounds” 04/08, às 14h, na Sala 20 da Pós-Graduação do IE 

Basic reading list:
1)   De la Torre, Maria, & Gwynne, Julia. (2009). When schools close: Effects on displaced students in Chicago Public Schools. Research Report. Chicago: Consortium on Chicago School Research.
2)   Trujillo, Tina, & Renee, Michelle. (2012). Democratic school turnarounds: Pursuing equity and learning from evidence. Boulder, CO: National Education Policy Center.

Additional suggested readings:
1)   Rogers, John, Lubienski, Chris, Scott, Janelle, & Welner, K. (2015). Examining the parent trigger as a strategy for school reform and parental engagement. Teachers College Record, 117, 060305.
2)   Lipman, Pauline. (2011). Chapter 3 (Dismantling public schools: Displacing African Americans and Latinas/os) in The New Political Economy of Urban Education. New York: Routledge.
3)   Lipman, Pauline. (2011). Chapter 4 (Racial politics of mixed-income schools and housing: Moralizing poverty, building the neoliberal city) in The New Political Economy of Urban Education. New York: Routledge.
4)   Lipman, Pauline. (2007). Education and the spatialization of urban inequality. In Spatial theories of education: Policy and geography matters, 155-174.  Acesse aqui: https://goo.gl/9rqpc7
5)   Lipman, Pauline. (2008). Mixed‐income schools and housing: advancing the neoliberal urban agenda. Journal of Education Policy, 23(2), 119-134.

Day 5: Alternative teacher certification routes (Example of Teach For America) *PALESTRA ABERTA! 05/08, às 13h, no Salão Nobre da FE 

Basic reading list:
1)   Russo, Alexander. (2012). Left out of No Child Left Behind: Teach for America’s outsized influence on alternative certification. Washington, DC: American Enterprise Institute.
2)   Straubhaar, Rolf, & Gottfried, Michael. (2014). Who joins Teach for America and why? Insights into the “typical” recruit in an urban school district. Education and Urban Society, 0013124514541463.

Additional suggested readings:
1)   Scott, Janelle, Trujillo, Tina, & Rivera, Marialena D. (2016). Reframing Teach for America: A Conceptual Framework for the Next Generation of Scholarship. education policy analysis archives, 24(12), n12.
2)   Trujillo, Tina, & Scott, Janelle. (2014). Superheroes and Transformers: Rethinking Teach for America’s Leadership Models. Phi Delta Kappan, 95(8), 57-61.
3)   Kretchmar, Kerry, Sondel, Beth, & Ferrare, Joseph J. (2014). Mapping the terrain: Teach For America, charter school reform, and corporate sponsorship.Journal of Education Policy, 29(6), 742-759.
4)   Gottfried, Michael A., & Straubhaar, Rolf. (2015). The perceived role of the Teach For America program on teachers’ long-term career aspirations. Educational Studies, 41(5), 481-498.
5)   Straubhaar, Rolf, & Friedrich, Daniel. (2015). Theorizing and Documenting the Spread of Teach For All and its Impact on Global Education Reform.education policy analysis archives, 23.

Os demais textos indicados estão disponíveis aqui: https://goo.gl/Mn0Qg3

Convidados

• Prof. Rolf Straubhaar – Center for Latino Achievement and Success in Education (CLASE) / College of Education / University of Georgia

Realização

• GREPPE/FE-Unicamp

Apoio

• FE-Unicamp
• VRERI
• Extecamp