This report provides a comprehensive analysis of performance funding models in various states across the United States and subsequent learning outcomes. The author analyzed comprehensive data and patterns to help South Carolina policymakers discern if charter schools are accomplishing their goals and to create a more equitable funding system for South Carolina schools. This state-by-state review provides insight and suggestions for developing a performance funding policy in South Carolina.
In Spring of 2013, the Public Charter School Alliance of South Carolina, the Colorado League of Charter Schools, and the National Alliance for Public Charter Schools worked to collect evidence that would accurately portray both the adequacy of charter school facilities and the average amount of operating funds spent on facilities. Collectively, the results described in this report provide evidence that charter school students in South Carolina do not have access to the same facilities and amenities compared to traditional public school students in the state. In order to ensure that the policy recommendations of this report are research-based and supported by reliable data, Cuningham Group Architecture, Inc. consulted on the project to provide a set of reasonable standards for school facilities' size and amenities. Given the alignment of the Facilities Initiative and the goals and data needs of the U.S. Department of Education's ("ED") Charter Schools Program (CSP), ED procured additional state surveys, including South Carolina. The National Charter School Resource Center at American Institutes for Research ("AIR") has been subcontracting with the Colorado League of Charter Schools to collect the research and data on behalf of the U.S. Department of Education since October of 2011. To date, AIR has subcontracted for the data collection and research of charter school facilities in seven states: Arkansas (ED561919), Idaho (ED561933), Massachusetts (ED561929), Michigan (ED561921), New Jersey (ED561926), Rhode Island (ED561925), and South Carolina. This report is based on survey, enrollment, and operating revenue data collected for the 2012-2013 school year. All results presented in this report are based on data from the 97.9 percent of South Carolina's brick-and-mortar charter school facilities (48 out of 49 facilities) that completed all or part of a comprehensive facility survey--representing 49 charter schools authorized in South Carolina. Appended are: (1) Methodology; and (2) School Facility Standards.
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
The objectives of this report were to: review South Carolina’s state laws and regulations regarding charter schools to determine if the District's role could be better defined ; review the relationship between the District and its charter schools ; review the relationship between the District and the S.C. Department of Education ; review the District's evaluations of charter schools ; review the District's administrative fee policy. This performance audit was conducted in accordance with generally accepted government auditing standards.
The South Carolina Office of the Inspector General initiated a review of the South Carolina Public Charter School District based on a legislative request that raised concerns of the District and its Board of Trustees performance, financial management, and its oversight of its charter schools. The SIG's scope of review focused on four core areas: (1) Board awareness and transparency; (2) District fiscal performance; (3) District organizational structure and supervision; and (4) oversight provided to charter schools.
Publisher: Washington, Govt. Print. Off. Publication date: 1889 Subjects: Education Notes: This is an OCR reprint. There may be typos or missing text. There are no illustrations or indexes. When you buy the General Books edition of this book you get free trial access to Million-Books.com where you can select from more than a million books for free. You can also preview the book there.
Shows teachers how and why they should bring play into the classroom to make learning meaningful, relevant, and fun. Research studies show that all students—young and old, rich and poor, urban and rural—benefit immensely from classrooms filled with art, creativity, and laughter. Fun, playfulness, creative thinking, and individual expression reinforce positive experiences, which in turn lead to more engaged students, better classroom environments, and successful learning outcomes. Designed for K-12 educators, The Playful Classroom describes how teachers can develop a playful mindset for giving students meaningful, relevant and fun learning experiences. This unique real-world guide provides you with everything you need to incorporate engaging, hands-on lessons and creative activities, regardless of the level and subject you teach. Building on contemporary and seminal works on learning theory and play pedagogy, the authors explain how to inspire your students by bringing play. into your classroom. This clear, user-friendly guide supplies practical strategies and effective solutions for adding the missing ingredients to your classroom culture. Access to the authors’ companion website provides videos, learning experiences, and downloadable teaching and learning resources. Packed with relatable humor, proven methods, and valuable insights, this book enables you to: Provide meaningful experiences that will benefit students both in school and later in life Combine the principles of PLAY with traditional curricula to encourage creative learning Promote trust, collaboration, and growth in students Develop a playful mindset for bringing the arts into every lesson Foster critical thinking in any school community The Playful Classroom: The Power of Play for All Ages is a must-have resource for K-12 educators, higher education professionals, and readers looking for education-based professional development and training resources.
This capstone examines a strategic initiative to bring about policy changes that would facilitate the growth of high-quality charter schools specifically serving historically underserved students in the state of South Carolina. Operating from within the South Carolina Public Charter School District (SCPCSD), the state's only statewide charter school authorizer, I develop and execute a strategy to gain increased public support for the SCPCSD's new strategic priorities of increasing charter school quality and access. I couple an in-depth analysis of the policy environment, leveraging the work of Mark Moore and John Kingdon, with a chronicle of my efforts to build the SCPCSD's influence in its environment. Results from the initiative include the SCPCSD's increased understanding of the policy environment and how to influence it; the development of new relationships with key decision makers and influencers; and the policy environment's increased receptivity to the SCPCSD and its strategic goals. Analyzing the initiative through the lens of policy change and organizational strategy, I find that the deep resistance of democratic systems and their institutions to change requires organizations to be willing and to have the capacity to reshape the values of the people within the system through engaging coalitions in sustained problem-solving work. Ultimately, I argue that given the public nature of schools--whether they be charter or district-managed--and their position within our democratic system, any education reform initiative requires a companion political initiative to ensure that the environment is willing to adopt and sustain the reform.
