Skip to main content
SpringerLink
Log in
Book cover

Only in New Orleans pp 109–128Cite as

Market-Based Pedagogies

Assessment, Instruction, and Purpose at a “No Excuses” Charter School

  • Chapter

Part of the book series: Educational Futures ((EDUFUT,volume 63))

Abstract

The LEAP, to which Michael refers, is the statewide Louisiana Educational Assessment Program and his claim that their students had “the most growth,” means that their scores on a recent assessment created by the EMPOWER charter management organization (CMO) increased more than the scores at the other eight schools within their network.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Apple, M. W. (2005). Education, markets, and an audit culture. Critical Quarterly, 47(1–2), 11–29.

    Article  Google Scholar 

  • Apple, M. W. (2006). Educating the “right” way: Markets, standards, God, and inequality. New York, NY: Routledge.

    Google Scholar 

  • Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267.

    Article  Google Scholar 

  • Ball, S. J. (2007). Education PLC: Understanding private sector participation in public sector education. New York, NY: Taylor & Francis.

    Google Scholar 

  • Barkan, J. (2011). Got Dough? How billionaires rule our schools. Dissent, 58(1), Winter, p. 49–57.

    Google Scholar 

  • Berliner, D. (2013). Effects of inequality and poverty vs. teachers and schooling on America’s youth. Teachers College Record, 115, 1–26.

    Google Scholar 

  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3-4), 369–398.

    Article  Google Scholar 

  • Brill, S. (2011). Class warfare: Inside the fight to fix America's schools. New York, NY: Simon and Schuster.

    Google Scholar 

  • Brinson, D., Boast, L., Hassel, B. C., & Kingsland, N. (2012). New Orleans-style education reform: A guide for cities – Lessons learned 2004-2010. New Orleans, LA: New Schools for New Orleans.

    Google Scholar 

  • Buras, K. L. (2011). Race, charter schools, and conscious capitalism: On the spatial politics of whiteness as property (and the unconscionable assault on Black New Orleans). Harvard Educational Review, 81(2), 296–331.

    Article  Google Scholar 

  • Buras, K. L. (2014). Charter schools, race, and urban space: Where the market meets grassroots resistance. New York, NY: Routledge.

    Google Scholar 

  • Buras, K. L., & Urban South Grassroots Research Collective, (2013) New Orleans education reform: A guide for cities or a warning for communities? (Grassroots lessons learned, 2005-2012). Berkeley Review of Education 4(1). 123–160.

    Google Scholar 

  • Carnoy, M., Jacobsen, R., Mishel, L., & Rothstein, R. (2005). The charter school dust up: Examining the evidence on enrollment and achievement. New York, NY: Teachers College Press.

    Google Scholar 

  • Clarke, J., & Newman, J. (1997). The managerial state: Power, politics and ideology in the remaking of social welfare. Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Dingerson, L. (2008). Keeping the promise?: The debate over charter schools. Milwaukee, WI: Rethinking Schools.

    Google Scholar 

  • Figlio, D. N. (2006). Testing, crime and punishment. Journal of Public Economics, 90(4), 837–851.

    Article  Google Scholar 

  • Freire, P. (1971). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Goodman, J. F. (2013). Charter management organizations and the regulated environment: Is it worth the price? Educational Researcher, 42(2), 89–96.

    Article  Google Scholar 

  • Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5.

    Article  Google Scholar 

  • Guggenheim, D. (Director) (2010). Waiting for superman [Motion Picture]. Paramount Vantage and Participant Media in association with Walden Media, An Electric Kinney Films

    Google Scholar 

  • Harter, S. (1998). The development of self-representations. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp.553–617). New York, NY: Wiley.

    Google Scholar 

  • Hatfield, C. J. (2012, November 5). National model for reform or district in academic crisis? New Orleans, LA: Research on Reforms.

    Google Scholar 

  • Heilig, J. V., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110.

    Article  Google Scholar 

  • Henig, J. R. (2008). What do we know about the outcomes of KIPP schools? East Lansing, MI: The Great Lakes Center for Education Research and Practice.

    Google Scholar 

  • Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. New York, NY: Routledge.

    Google Scholar 

  • Hunter, M. C. (1982). Mastery teaching. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534.

    Article  Google Scholar 

  • Klein, S. P., Hamilton, L. S., McCaffrey, D. F., & Stecher, B. M. (2000). What do test scores in Texas tell us? Santa Monica, CA: Rand.

    Book  Google Scholar 

  • KIPPNola (2014) Official Website. Retrieved from http://www.kippneworleans.org/

  • Koretz, D. M., & Barron, S. I. (1998). The validity of gains in scores on the Kentucky Instructional Results Information System (KIRIS). Santa Monica, CA: Inst. for Education and Training, RAND.

    Google Scholar 

  • Kretchmar, K., Sondel, B., & Ferrare, J. J. (2014). Mapping the terrain: Teach for America, charter school reform, and corporate sponsorship. Journal of Education Policy, 29(6), 742–759.

    Article  Google Scholar 

  • Kumashiro, K. K. (2009). Against common sense: Teaching and learning toward social justice. New York, NY: Taylor & Francis.

    Google Scholar 

  • Ladson-Billings, G. (1994/2009). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass

    Google Scholar 

  • Ledford, J. R., Lane, J. D., Elam, K. L., & Wolery, M. (2012). Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations. American Journal on Intellectual and Developmental Disabilities, 117(5), 413–434.

    Article  Google Scholar 

  • Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college (K-12). San Francisco, CA: Jossey-Bass

    Google Scholar 

  • Linn, R. L. (2000). Assessments and accountability. Educational Researcher, 29 (2), 4–16.

    Article  Google Scholar 

  • Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York, NY: Routledge.

    Book  Google Scholar 

  • Mathews, J. (2009). Work hard. Be nice: How two inspired teachers created the most promising schools in America. Chapel Hill, NC: Algonquin Books.

    Google Scholar 

  • Maxwell, L. A. (2007, December 13). Foundations donate millions to help New Orleans schools’ recovery. Education Week. Retrieved from www.edweek.org

    Google Scholar 

  • McNeil, L., (2000). Contradictions of school reform: Educational costs of standardized testing. New York, NY: Routledge.

    Google Scholar 

  • Michna, C. (2011). Hearing the hurricane coming: Storytelling, second-line knowledges, and the struggle for democracy in New Orleans. (Unpublished doctoral dissertation). Boston, MA: Boston College.

    Google Scholar 

  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry based science instruction – what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Article  Google Scholar 

  • New Schools for New Orleans (2013). New schools for New Orleans organizational website. Retrieved from www.nsno.org

  • North, C. (2008). What is all this talk about “social justice”? Mapping the terrain of education’s latest catchphrase. Teachers College Record, 110(6), 1182–1206.

    Google Scholar 

  • Nystrand, M., Gamoran, A., Kachur, R., & Prendergrast, C. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York, NY: Teachers College Press.

    Google Scholar 

  • Olssen, M. (1996). In defense of the welfare state and of publicly provided education. Journal of Educational Policy, 11, 337–362.

    Article  Google Scholar 

  • Parker, W. C. (2001). Classroom discussion: Models for leading seminars and deliberations. Social Education, 65(2), 111–15.

    Google Scholar 

  • Parker, W. C. (2006). Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35(8), 11–18.

    Article  Google Scholar 

  • Reckhow, S., & Snyder, J. W. (2014). The expanding role of philanthropy in education politics. Educational Researcher, 43(4), 186–195.

    Article  Google Scholar 

  • Richardson, V. (Ed.). (1997). Constructivist teacher education: Building new understandings. New York, NY: Psychology Press.

    Google Scholar 

  • Rose, M.A. (2009). Why school? Reclaiming education for us all. New York, NY: The New Press.

    Google Scholar 

  • Scheurman, G. (1998). From behaviorist to constructivist teaching. Social Education, 62(1), 6–9.

    Google Scholar 

  • Scott, J. (2009). The politics of venture philanthropy in charter school policy and advocacy. Educational Policy, 23(1), 106–136.

    Article  Google Scholar 

  • Sondel, B., & Apple, M. (under review). Learning at “level zero:” Curriculum and instruction in Teach For America affiliated, “no excuses” charter schools.

    Google Scholar 

  • Stake, R. E. (2006/2013). Multiple case study analysis. New York, NY: Guilford Press.

    Google Scholar 

  • The Cowen Institute for Public Education Initiatives (2013). The state of public education in New Orleans: 2011 report. New Orleans, LA: Cowen Institute for Public Education Initiatives.

    Google Scholar 

  • Thernstrom, S., & Thernstrom, A. (2006). No excuses: Closing the racial gap in learning. New York, NY: Simon & Schuster.

    Google Scholar 

  • Tough, P., (2011). What if the Secret to Success is Failure? New York Times, 14. Retrieved from www.nytimes.com

  • Valenzuela, A., (2005). Leaving children behind: How “Texas-style” accountability fails Latino youth. Albany, NY: State University of New York Press.

    Google Scholar 

  • Wells, A. S., Lopez, A., Scott, J., & Jellison-Holme, J. (1999). Charter schools as postmodern paradox: Rethinking stratification in an age of deregulated school choice. Harvard Educational Review, 69, 172–204.

    Article  Google Scholar 

  • Whitman, D. (2008). Sweating the small stuff: Inner-city schools and the new paternalism. Washington, DC: Thomas B. Fordham Institute.

    Google Scholar 

  • Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Williams, J. (2014, October 10). Tulane’s Cowen Institute retracts New Orleans schools report, apologizes. Times-Picayune. Retrieved from www.nola.com

Download references

Author information

Authors and Affiliations

  1. North Carolina State University, US

    Beth Sondel

Authors
  1. Beth Sondel
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Loyola University, New Orleans, USA

    Luis Mirón

  2. University of New Orleans, New Orleans, USA

    Brian R. Beabout

  3. Loyola University, New Orleans, USA

    Joseph L. Boselovic

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Sense Publishers

About this chapter

Cite this chapter

Sondel, B. (2015). Market-Based Pedagogies. In: Mirón, L., Beabout, B.R., Boselovic, J.L. (eds) Only in New Orleans. Educational Futures, vol 63. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-100-7_8

Download citation

Publish with us

Policies and ethics

Search

Navigation