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Friday, November 18 • 4:20pm - 5:30pm
Locus of Control: State or Local?

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District-Based Reform or State Takeover: Reassessing the Impact on Black Student Achievement. Steven Nelson, University of Memphis

This paper evaluates the impact of state takeover of public schools in New Orleans on Black student achievement, aside from achievement on state-based test scores. The paper finds that Black student achievement lags in the Recovery School District when assessing various non-test-score based indicators of student achievement. The paper concludes by assessing the various possibilities for assuring enhanced academic achievement for Black students.

Reform, Revitalization, or Ruse? A Comprehensive Look at the Literature on State Takeover of Schools. Nicola A. Alexander, Samantha E. Holquist (University of Minnesota)

Preliminary findings suggest that state takeover has limited impact on student outcomes. The nature of state takeover matters more for revitalization of leadership than student performance. Removal of the elected school board is likely to be more conflict ridden than simply removing district administrators. If local communities initiated the state takeover, there is less conflict and increased potential for positive partnerships between the state and district management personnel, resulting in a more meaningful revitalization of leadership.

Return to Local Control: The Policy Context of Charter Schools and Community Agency in New Orleans. Emily Germain, University of Texas at Austin

Much of the research on charter schools investigates how market mechanisms function, with little research exploring the impact on community, and particularly community agency. Through content and discourse analysis, this study examines the policy context surrounding Louisiana’s SB 432, which returns all of the state-run charter schools to local control, and seeks to decipher whether the bill was sold, intended, and perceived as a mechanism to increase democratic participation among the New Orleans community.

The Influence of State Education Governance Arrangements on the Education Policymaking Process. Rachel White, Michigan State University

This research examines the implications of recent shifts in state education governance arrangements and the implications they have for those interested in in uencing the education policymaking process. Namely, I explore the ways state education governance arrangements influence (a) the education policymaking process, (b) policy responsiveness, and (c) policy outcomes.

Friday November 18, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Joliet B

Attendees (9)