Today there are many different types of schools for children of all ages. They can be categorized into four broad categories: intrasectional schools or public schools like magnet schools, intra- and inter-district controlled-choice plans, charter schools, and contracted schools; intersectional choice like private schools, vouchers, tax credits, and scholarships; alternative schools; and home schooling. Each type of school has its own philosophy and pedagogy.
[...] According to Hadderman and Smith, percent of nonpublic schools are not interested in accepting special-needs students; 92 percent would accept student transfers only if ‘allowed to maintain their current admissions, curriculum, and religious-instruction policies'.” Teachers and staff do not need any degree or certification to be offered employment, which can alter the success of the students. In addition, most private schools do not have unions, thus the board can hire and fire anyone at will, without due process. There is a tendency for the parents of students using vouchers to be more educated and willing to use the vouchers in the private sector. [...]
[...] On top of financial troubles, many new charter schools have a hard time connecting to local boards, state education agencies, and unions (Hadderman and Smith 1). Abby Weiss‘ one-year report on a new charter school describes problems with the power struggles and isolation from other charter schools and the community. The Northwest Regional Educational Laboratory's Equity Center states “specific equity challenges for charter schools in seven areas: effects on public-school districts, selection of students, family involvement, funding, accountability, teacher certification, and special education” (Hadderman and Smith 1). [...]
[...] One study, Steel and Eaton's evaluation of the Magnet Schools Assistance Program, “discovered that only half the schools met their desegregation objectives during the grant period“ (Hadderman and Smith 1). They also found that “talented and gifted students in magnet programs performed worse than talented and gifted students in regular schools“ (Hadderman and Smith 1). Another study found that differences in family income, education levels, and employment status are concerning and efforts to encourage and increase lower-income parents' participation in the school. [...]
[...] “Although for-profit companies play an important role in the development of virtual schools, many of the most successful such schools are operated by states, school districts, and individual public schools” (Hadderman and Smith 1). The Good The children are at no of a risk of a Columbine incident, which can alleviate parental concern. Virtual schools can also assist students who have severe behavioral problems and those who do not have ample social skills in the classroom. (Hadderman and Smith 1). [...]
[...] Some parents do not choose different schools for their children due to “lack of transportation and inadequate publicity about the program“ (Hadderman and Smith 1). Magnet Schools Magnet schools are thematic schools “within a district-assignment or controlled-choice plan” (Hadderman and Smith 1). Each magnet school subscribes to a particular educational philosophy or specialty, such as math and sciences or arts and humanities. These different themes draws students who share a particular interest (REFERENCE) . Magnet schools were originally used to desegregate urban schools, and studies have recorded the high rate of effectiveness in “reducing racial isolation and providing high- quality educational programs”(Hadderman and Smith 1). [...]
Online readingwith our online reader
Content validatedby our reading committee