Literaturnachweis - Detailanzeige
| Autor/in | McShane, Michael |
|---|---|
| Institution | Manhattan Institute (MI) |
| Titel | How Years of Policy Choices Enabled Microschooling to Thrive in Arizona. Issue Brief |
| Quelle | (2021), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Small Schools; Educational Innovation; Educational Change; Educational Policy; Elementary Secondary Education; Charter Schools; School Choice; Politics of Education; Tax Credits; Scholarships; COVID-19; Pandemics; Educational Vouchers; Low Income Students; Arizona |
| Abstract | Microschools, small schools that educate five to 15 students, have been among the most interesting recent developments in the K-12 reform world. Neither homeschooling nor traditional schooling, they exist in a hard-to-classify space between formal and informal learning environments. One of the most prominent microschooling networks, Prenda, was founded in 2018 in Mesa, Arizona's third largest city. It has experienced dramatic growth largely because of the way it attracts parents like those interviewed for this paper. It is no coincidence that Prenda's emergence and expansion took place in Arizona, which has been a national leader in education innovation for a generation. Arizona's cultural and policy environment foster and promote experimentation, diversification, and parental choice. The state's thriving charter-school sector students in charters--has developed an expansive, varied set of choice-based public schools. This paper explores microschooling in the Grand Canyon State through parent interviews, a review of decades of public-policy reform and K-12 political battles, and an assessment of student performance data. [For the main report, "Microschooling and Policy," see ED618730.] (ERIC). |
| Anmerkungen | Manhattan Institute for Policy Research. 52 Vanderbilt Avenue, New York, NY 10017. Tel: 212-599-7000; Fax: 212-599-3494; Web site: http://www.manhattan-institute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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