Charter School Funding: Inequity in New York City

Charter schools have been a part of the educational landscape in New York City since the first New York charter school opened in Harlem in 1999. We define a charter school as any school that (1) operates based on a formal charter in place of direct school district management and (2) reports its finances independently from the school district. We define all other public schools as district schools. According to the New York State Department of Education (NYSDoE), New York City was home to 1,575 district and 183 charter schools in Fiscal Year 2014 (FY2014). Seven percent of all public school students in New York City attended charter schools that year

Subextensive Scaling in the Athermal, Quasistatic Limit of Amorphous Matter in Plastic Shear Flow

We present the results of numerical simulations of an atomistic system undergoing plastic shear flow in the athermal, quasistatic limit. The system is shown to undergo cascades of local rearrangements, associated with quadrupolar energy fluctuations, which induce system-spanning events organized into lines of slip oriented along the Bravais axes of the simulation cell. A finite size scaling analysis reveals subextensive scaling of the energy drops and participation numbers, linear in the length of the simulation cell, in good agreement with the observed real-space structure of the plastic events.Comment: 4 pages, 6 figure

Charter School Funding: Inequity in the City

Public charter schools are a growing part of K-12 education. Charter schools are public schools that are granted operational autonomy by their authorizing agency in return for a commitment to achieve specific performance goals. Like traditional public schools, charter schools are free to students and overseen by the state. Unlike traditional public schools, however, most charters are open to all students who wish to apply, regardless of where they live. If a charter school is over-subscribed, usually random lotteries determine which students will be admitted. Most charter schools are independent of the traditional public school district in which they operate

Buckets of Water into the Ocean: Non-public Revenue in Public Charter and Traditional Public Schools

The funding of K-12 education remains a contentious public policy issue. Questions of funding adequacy and equity across school sectors, school districts and individual schools are prominent in discussions of how to improve educational outcomes, especially for students from disadvantaged backgrounds (Downes & Stiefel 2008; Ladd 2008). Although scholars are divided regarding the extent to which money affects student outcomes in K-12 education (Jackson, Johnson, & Persico 2015; Hanushek, 1997; Burtless 1996), there is basic agreement that more education revenue is better so long as the increased resources are directed towards productive educational activities and programs (Murnane & Levy 1996). If you ask education practitioners, the majority will say that more resources will make their schools better

Simple de Sitter Solutions

We present a framework for de Sitter model building in type IIA string theory, illustrated with specific examples. We find metastable dS minima of the potential for moduli obtained from a compactification on a product of two Nil three-manifolds (which have negative scalar curvature) combined with orientifolds, branes, fractional Chern-Simons forms, and fluxes. As a discrete quantum number is taken large, the curvature, field strengths, inverse volume, and four dimensional string coupling become parametrically small, and the de Sitter Hubble scale can be tuned parametrically smaller than the scales of the moduli, KK, and winding mode masses. A subtle point in the construction is that although the curvature remains consistently weak, the circle fibers of the nilmanifolds become very small in this limit (though this is avoided in illustrative solutions at modest values of the parameters). In the simplest version of the construction, the heaviest moduli masses are parametrically of the same order as the lightest KK and winding masses. However, we provide a method for separating these marginally overlapping scales, and more generally the underlying supersymmetry of the model protects against large corrections to the low-energy moduli potential.Comment: 37 pages, harvmac big, 4 figures. v3: small correction

Charter School Funding: Inequity Expands

The revenue study is based on Fiscal Year 2010‒11 (FY11) data for each of 30 selected states plus the District of Columbia (D.C.). Traditional school districts and public charter schools were analyzed and aggregated “statewide.” For each state, one to three “focus areas” were selected based on larger concentrations of charter students – most focus areas are large cities, some are metropolitan counties. Traditional school districts and charter schools were analyzed separately in each focus area. The analytic team collected and analyzed all revenues, public and private, flowing to traditional district and public charter schools. FY11 funding includes Federal, State, Local, Other, PublicIndeterminate, and Indeterminate sources

The Productivity of Public Charter Schools

This is the first national study of the productivity of public charter schools relative to district schools. This report is a follow up to the charter school revenue study, Charter School Funding: Inequity Expands, released in April 2014 by the School Choice Demonstration Project at the University of Arkansas. That study was authored by the same research team that crafted this report. In the revenue study, per pupil revenues for public charter schools and traditional public schools (TPS) were compared. The research team found that during the 2010-11 school year (FY11), charter-school students across 30 states and the District of Columbia on average received $3,814 less in funding than TPS students, a funding gap of 28.4 percent

Mapping Children's Discussions of Evidence in Science to Assess Collaboration and Argumentation

The research reported in this paper concerns the development of children's skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision-making. The research, undertaken in the UK, involved four collaborative decision-making activities to stimulate group discussion, each was carried out with five groups of four children (10-11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different "levels" of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children's ability to argue effectively in making decisions

Charter School Funding Inequities: Rochester, New York

Public charter schools are increasingly becoming part of both the broader national conversation about education policy as well as the local urban scene in the United States. The latter is certainly true in Rochester, New York, where charter schools serve more than 18 percent of the students who attend school in the city. Given the important role that charter schools play in educating Rochester’s students, we sought to learn if students who attend the city’s charter schools are funded equitably when compared to students in Rochester City School District (RCSD) schools