Evaluation Center Project Directory KelloggDevelopment of Personnel Evaluation standards (JC PES) michigan CharterSchools (MICHRT), The Evaluation Center is evaluating the public http://141.218.173.232:120/ec/projectdirectory.htf
Extractions: (Click the Project Acronym for summary Information. Click the Project Name for its home page if available.) Project Description Current Projects Recently Completed Projects Academy for 21st Century Teaching (ACT II) The Evaluation Center is evaluating Wayne Regional Educational Service Agency's statewide technology project, Academy for 21st Century Teaching, which is providing technology integration training and support to teachers and media and technology specialists at 40 Title I school districts in Michigan. The evaluation provides formative and summative feedback for project improvement. Academy for 21st Century Teaching Project (ACT) The Evaluation Center evaluated WCRESA's statewide technology literacy project, Academy for 21st Century Teaching, which provided technology integration training and support to teachers at 16 nonaccredited schools in Michigan. The evaluation provided formative and summative feedback for project improvement. AccessMichigan (ACCESS) AccessMichigan is a collaborative project of Michigan libraries to create a digital information environment that will offer every resident of the state equitable and easy-to-use access to a core set of information sources. A Technology Literacy Challenge Fund grant from the Michigan Department of Education was used by AccessMichigan to purchase three full-text databases for K-9 students. The Evaluation Center is evaluating the K-9 database project through a survey of personnel at public libraries and school library media centers and case studies of six school library media centers.
Creationism: Michigan State Science Education standards. michigan Department of Education Operates 22charter schools in michigan and North Carolina, and is attempting to http://www.simonyi.ox.ac.uk/dawkins/WorldOfDawkins-archive/Catalano/education/mi
ACVE - Proprietary, Career, And Charter Schools And CTE At the secondary level, the similarity between CTE charter schools and Lewis, MV An Examination of the standards Established by the Accrediting http://www.cete.org/acve/docgen.asp?tbl=tia&ID=159
Chicago Tribune Religious Schools In Bid For Charters Because charter schools are funded by taxpayers, they must meet the sameaccountability standards as traditional public schools. http://www.chicagotribune.com/news/local/chi-0507150147jul15,1,1785302.story
NM&L (Winter 2004): Chartering A Course Toward Access salaries public upon request in accordance with michigan s charter schoollaw. Of course, charter schools weren t created to be anything like http://www.rcfp.org/news/mag/28-1/foi-charteri.html
Extractions: @import url(http://www.rcfp.org/magazine.css); Back to: This issue's table of contents home page RCFP Home Page FEATURE Winter 2004 (Vol. 28, No. 1), Page 30. Freedom of Information Chartering a Course Toward Access Charter schools learning to comply with state freedom of information laws By Jeff Lemberg Steve Bivens heard all the ru mors, but it wasn't until lo cal school officials began stonewalling his reporters that he knew he was on to something big. As producer for the "undercover unit" at KTRK-TV in Houston, Bivens had his reporters send freedom of information requests to nearly 50 area charter schools in search of financial records as well as the names, positions and dates of birth of all school employees. Most school officials refused to comply, which led the state attorney general to eventually issue an order requiring them to supply the information. "A lot of them thought they didn't have to turn over their records," said Bivens, whose station aired the story "Bad Apples" in November 2001. " 'We're not a public school in the traditional sense, so we don't have to give you our records,' they'd say. But they were wrong." What the station eventually discovered was a charter school system gone awry.
Extractions: The charter school movement turns 14 this year, and its behavior, some might say, is developmentally appropriate. Unruly and temperamental, impassioned and energetic, growing in fits and starts and fiercely independent, even friends and supporters arent quite sure what to do with it. And now comes the apex of adolescence: the identity crisis. Like most Americans who have ancestors from multiple countries or even continents, charters were born of disparate theories, education initiatives, and social philosophies. That diversity has been one of the greatest strengths of the big family that is the charter movement. But now public policiescertainly No Child Left Behind (NCLB), but also the state standards movement that preceded itare forcing conversations long delayed. The most fundamental question is, Whats the point of charter schools anyway? In the early 1990s, at the inception of charters, the bargain was set. These schools would be given greater autonomy and flexibility than traditional public schools, and in return they would be held accountable for getting better results in student learning. And, just as critically, they would be schools of choice for everyone involvedstudents, parents, and teachers. Two sides of the charter triangleautonomy and choicehave remained quite clear and without controversy, at least within the charter movement itself. Parents should have plenty of choices; and the more autonomy and flexibility, the better. And it is clear that the charter model has succeeded in attracting applicants (see Figure 1).
Reason Magazine -- April 1998 Arizona had 1/3 of the nation s charter schools. This study by business andeconomics writer James K. Glassman looks at competitive effects on all schools. http://www.reason.com/9804/fe.glassman.html
Extractions: How charter schools are revamping public education in Arizonaand beyond. James K. Glassman Three years ago, Arizona passed a law that allows almost any reasonably serious person to start a school and receive a little more than $4,000 in state funds for every student enrolled. Such "charter schools," as they're called, are public schools that operate with more autonomy than conventional onesa vague definition, perhaps, but the best one available. Twenty-nine states and the District of Columbia have laws permitting them. In the short time they've been around in Arizona, charters have attracted more than 25,000 students, or roughly 3 percent of the state's public school population, and the number is still rising by 10,000 annually. Arizona, with one-fiftieth of the nation's population, has about one-third of its 780 charter schools. Arizona has twice as many charters as California, which has eight times as many children under age 18. Over the past year, I've visited Arizona three times to see how well its charter schools are working. I especially wanted to find out whether charters were providing competition to traditional public schools and whether, in response, those public schools were trying to improve. I am not an expert on educationfar from itbut I write about business and economics, and I've long suspected that one reason public schools fail is that, as government-protected near-monopolies, they lack the feedback mechanisms built into market systems. As a result, they can't get the sort of information that would help them do a better job. Ultimately, they're operated more for the benefit of administrators and teachers than for parents and studentsfor producers rather than consumers. When charter schools started pulling some of those consumers away from traditional public schools, my hypothesis went, the latter would have no choice but to get better in order to lure the kids back.
