"Every Kid Is Money": Market-Like Competition and School Leader Strategies in New Orleans

Autor/in	Jabbar, Huriya
Titel	"Every Kid Is Money": Market-Like Competition and School Leader Strategies in New Orleans
Quelle	In: Educational Evaluation and Policy Analysis, 37 (2015) 4, S.638-659 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715577447
Schlagwörter	School Choice; Competition; Educational Improvement; Marketing; Educational Policy; Educational Change; Politics of Education; Case Studies; Semi Structured Interviews; Protocol Analysis; Educational Quality; Educational Strategies; Admission Criteria; Louisiana + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Wettkampf; Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Bildungsreform; Educational policy; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Lehrstrategie; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung
Abstract	One of the primary aims of choice policies is to introduce competition between schools. When parents can choose where to send their children, there is pressure on schools to improve to attract and retain students. However, do school leaders recognize market pressures? What strategies do they use in response? This study examines how choice creates school-level actions using qualitative data from 30 schools in New Orleans. Findings suggest that school leaders did experience market pressures, yet their responses to such pressures varied, depending in part on their perceptions of competition and their status in the market hierarchy. Some took steps toward school improvement, by making academic and operational changes, whereas others engaged in marketing or cream skimming. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01