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"This pamphlet, ., together with publications nos. 230 and 131 make the complete school law of the state."--T.p. verso. ; Mode of access: Internet.

Supplement to The tax digest, January, 1929. Vol. VII, No.1. ; Mode of access: Internet.

Thesis (M.A.)--Univ. of Calif. Dec., 1917. ; Bibliography: p. 118-121. ; Mode of access: Internet.

At head of title: State Board of Education, State House, Boston, December, 1899. ; Caption title. ; Mode of access: Internet.

Many proponents of school choice use the claim of the market's capability to enhance efficiency and improve performance to call for its expansion. But no markets are perfectly competitive, and the local market for public goods is filled with institutional arrangements that make it differ from the neoclassical ideal. In this paper, we look at a particular institution—the provisions of charter school legislation—and assess how it affects the ability of charter schools to gain market share. Using data from the 36 states that had passed charter legislation by 2000, and controlling for a variety of other factors, we estimate a model of the effects of various provisions in the charter laws on charter school market share. We find that two such provisions, one concerning the sponsorship of charters and another their funding sources, appear to have a strong effect on the market share of charter schools.

Understanding the evolution of charter school legislation and the expectations of legislators adopting this legislation is important to school boards and school administrators in Virginia. The purpose of this research project was to delineate the historical development of charter school legislation in Virginia. A non-emergent research design was used with two steps of data collection. The first step was a review of all charter school legislation, which covered the General Assembly Sessions 1994-2000, and the second step was a series of open-ended interviews with legislators and others who participated in the charter school legislative development. This study addressed the following research questions: 1. What changes did charter school legislation undergo before members of the Virginia General Assembly finally approved it for implementation? 2. What were the expectations of the legislators who sponsored charter school legislation? 3. What, if anything, either internal or external to the Virginia General Assembly, influenced the presenters of charter school legislation? 4. Did the enacted legislation that was adopted meet the expectations of the legislator who initiated charter school legislation? 5. Are legislators and others satisfied with the current status of charter school development in Virginia? Charter school legislative bills and related amendments from 1994 to 2000 were analyzed. Purposive and snowball sampling identified certain legislators as primary respondents, who were interviewed. After the interviews, the data were transcribed and analyzed using QSR NUDIST. A total of eight interviews were conducted, and all respondents gave permission to record the interviews. Six themes emerged from the interviews. These themes are 1) Partisan Politics, 2) Local Autonomy, 3) Accountability, 4) Choice, 5) Funding, and 6) Opposition. Charter school legislation is unique to each state. Also, one delegate individually championed charter school legislation in Virginia. There were some external influences (outside the Virginia General Assembly) opposing charter school legislation; primarily the National Association for the Advancement of Colored People (NAACP), the Virginia School Boards Association (VSBA), and the Virginia Education Association (VEA). Equally important, partisan politics and the opposition of the Black Caucus in the General Assembly were the two strongest internal factors in defeating early attempts at charter school passage. All interviewees reported being satisfied with the outcome of charter school legislation; however, several legislators indicated dissatisfaction with the apparent slow pace of school boards in each locality of holding public hearings to determine whether they will accept charter school applications. Additionally, accountability based upon student results, an alternative schooling opportunity for public school students, and a lottery method for student selection were important charter school characteristics for adoption. ; Ed. D.

The Utah Legislature enacted charter school legislation in 1998 in order to offer the state's first school-choice option. The legislation came following a task force discussion about the pros and cons of school choice and what school choice should look like in Utah. There was not agreement among task force constituents about what should be contained in the legislation, nor which entity should be responsible for the monitoring or oversight of the eight pilot charter schools. Since enactment, Utah charter school legislation has changed during most legislative sessions with some establishing stronger charter school laws and some establishing weaker ones. Strong charter school laws are designed to provide for the establishment of high-quality charter schools. In contrast, weak charter school laws would not provide for the establishment (or accountability) of high-quality charter schools. Despite the legislative changes, 81 charter schools are now in operation, serving nearly 44,900 students and seven more charter schools are in queue to open in fall 2012. Literature, interviewees, and the researcher all offered recommendations to strengthen the charter school environment in Utah that focused around topics such as flexibility from laws, changes in school funding, strengthening the authorizer environment, and working to create legitimate school choice options for all students.

This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.

"April 1921." ; With: Bulletin (Texas. Dept. of Education) ; 119-34. ; Tx Doc no.: E500.7, B936, 119-34. ; Mode of access: Internet.

Historically, strong teacher unions have been successful at gaining benefits and security for their members, but they have been put on the defensive by recent proposals for education reform. Charter schools are one such reform that could threaten unions, but there is wide variety in the content of state charter school laws. Using state-level data from 3 different years, I find that the stronger a state's teacher union, the more antiunion provisions a state's charter school law will contain. These results suggest that antiunion sentiment has reached a level high enough to overcome the unions' ability to influence policy on this issue.

Walking or bicycling to school could contribute to children's daily physical activity, but physical environment changes are often needed to improve the safety and convenience of walking and cycling routes. The California Safe Routes to School (SR2S) legislation provided competitive funds for construction projects such as sidewalks, traffic lights, pedestrian crossing improvements, and bicycle paths.

Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elementary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity.

Published version. Source at http://ojs.ub.umu.se/index.php/njedh/article/view/60 ; Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elementary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity.