Downloads & Free Reading Options - Results

Interviews with the parents of 153 randomly selected fifth-grade students in urban and suburban schools in the Chicago (Illinois) area provided the data for addressing two hypotheses: first, that parents' choice among educational alternatives for their children may depend on parental dispositions toward the role of schooling in their children's lives; and second, that these parental dispositions may be products of the parents' socioeconomic backgrounds, the academic abilities of their children, and the sex of their children. Analysis of the data revealed that the higher the educational attainment of parents, the more carefully they considered schools when locating the family residence and the more advanced schooling they expected their children to obtain. The number of contacts with teachers initiated by parents was affected particularly by the parents' educational level and the sex of the child involved; parents of boys initiated a significantly higher number of contacts. The study suggests that the benefits of parental support and involvement accrue most often to boys with higher academic capabilities and better educated parents. Further, patterns of parental choice and involvement seem more likely to maintain the social status quo than to challenge it. (Author/PGD)

Does debt financing of the deficit make equity financing for firms more attractive? Benjamin M. Friedman (1986) argues that it does. The model in this paper examined whether the predicted nominal quantity side of the financing story corresponds with the pricing results Friedman found. Without delving into substitutability and risk measurement issues, the thesis revealed the impact of the link between the government financing decision and the corporate financing decision. Government deficits, by themselves, crowd out all corporate financial instruments. Financing that deficit and debt with long term government bonds increases the severity of the crowding out effect. In contrast, however, short term financing can more than overcome the crowding out effects of budget deficits. Further, with the proper mix of long and short term instruments, the Treasury can exactly off set the crowding effects of deficits, rendering them portfolio neutral.

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... 1751: Volume 1 . Digitized from IA40310401-84 . Previous issue: bim_eighteenth-century_a-general-abridgment-of-_great-britain-court-of-_1734 . Next issue: bim_eighteenth-century_sir-orl-bridgmans-conv_bridgeman-orlando-sir_1702 .

A plan to promote parental school choice, namely, the Cambridge Controlled Choice School Desegregation Plan, is described in this report. The introduction presents a definition and the history of school choice, and the second chapter offers a program description of the community context, an overview of the public school situation in Cambridge, school and program options, parent participation and decision making, and the student assignment process. Program outcomes are described in the third chapter, with attention to socioeconomic and ethnic ratios, enrollment, the percentage of students attending their schools of choice, attendance and retention, achievement, and future educational and career plans. The fourth chapter, on school improvement, examines the issues of district roles and school autonomy. It is concluded that the program was successful in achieving voluntary desegregation, improved community relations, and a gradual overall increase in student achievement levels. Ten tables are included. (LMI)

A plan to promote parental school choice, namely, the Cambridge Controlled Choice School Desegregation Plan, is described in this report. The introduction presents a definition and the history of school choice, and the second chapter offers a program description of the community context, an overview of the public school situation in Cambridge, school and program options, parent participation and decision making, and the student assignment process. Program outcomes are described in the third chapter, with attention to socioeconomic and ethnic ratios, enrollment, the percentage of students attending their schools of choice, attendance and retention, achievement, and future educational and career plans. The fourth chapter, on school improvement, examines the issues of district roles and school autonomy. It is concluded that the program was successful in achieving voluntary desegregation, improved community relations, and a gradual overall increase in student achievement levels. Ten tables are included. (LMI)

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... - The fourth edition, corrected, with large additions. 1756: Volume 1 . Digitized from IA40313609-76 . Next issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1756_2 .

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

The attorney's compleat pocket-book: containing near three hundred and fifty of such choice and approved precedents in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law. 1741.. Digitized from IA40310401-83 . Previous issue: bim_eighteenth-century_reports-of-cases-argued-_raymond-robert-raymond-_1765_2 .

The soveraignty and equity of God's choice. A sermon preached at Stepney, January the 30th 1703/4. and since enlarged: occasion'd by the death of William Gay, M.D. ... By Thomas Simmons. 1704.. Digitized from IA40313404-41 . Previous issue: bim_eighteenth-century_bishop-sancrofts-ghost_silvius-j_1712 . Next issue: bim_eighteenth-century_the-separate-souls-of-go_scott-thomas_1715 .

This document is the third in a series of handbooks designed to help educators who are considering controlled choice as a possible desegregation method. The document describes the educational philosophy, curriculum, teaching methods, school organization, and grading methods of traditionally organized schools. Four schools in the northeastern United States are presented as examples of this type of education. Three schools stress academic and traditional learning, and one school curriculum specializes in math and science. The schools include the Nathan Hale Magnet School (Boston, Massachusetts, Public Schools); Burncoat Preparatory Magnet School (Worcester, Massachusetts, Public Schools); Bridge Alternative Concept School (New York City Public Schools); and Isaac Newton School for Science and Mathematics (New York City Public Schools). The document also contains a checklist to determine whether schools use a traditional approach. The final chapter discusses some options for high schools of choice and describes a K-12 choice system. (LMI)

This document is the third in a series of handbooks designed to help educators who are considering controlled choice as a possible desegregation method. The document describes the educational philosophy, curriculum, teaching methods, school organization, and grading methods of traditionally organized schools. Four schools in the northeastern United States are presented as examples of this type of education. Three schools stress academic and traditional learning, and one school curriculum specializes in math and science. The schools include the Nathan Hale Magnet School (Boston, Massachusetts, Public Schools); Burncoat Preparatory Magnet School (Worcester, Massachusetts, Public Schools); Bridge Alternative Concept School (New York City Public Schools); and Isaac Newton School for Science and Mathematics (New York City Public Schools). The document also contains a checklist to determine whether schools use a traditional approach. The final chapter discusses some options for high schools of choice and describes a K-12 choice system. (LMI)

This document is the third in a series of handbooks designed to help educators who are considering controlled choice as a possible desegregation method. The document describes the educational philosophy, curriculum, teaching methods, school organization, and grading methods of traditionally organized schools. Four schools in the northeastern United States are presented as examples of this type of education. Three schools stress academic and traditional learning, and one school curriculum specializes in math and science. The schools include the Nathan Hale Magnet School (Boston, Massachusetts, Public Schools); Burncoat Preparatory Magnet School (Worcester, Massachusetts, Public Schools); Bridge Alternative Concept School (New York City Public Schools); and Isaac Newton School for Science and Mathematics (New York City Public Schools). The document also contains a checklist to determine whether schools use a traditional approach. The final chapter discusses some options for high schools of choice and describes a K-12 choice system. (LMI)

This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)

This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)

This literature review on school choice analyses the impact of choice schemes on students and on school systems focusing on equity. Reviewing the evidence can be difficult, as the literature is often fragmented and inconclusive, and the political importance of this research often results in high-profile attention given to individual studies rather than systemically understanding collected from a larger empirical base (Berends, Cannata and Goldring, 2011). Different political groups use evidence that supports their positions in favour or against school choice, and their positions relative to school choice are largely based on their ideologies, rather than on empirical work and evidence of effectiveness (Levin and Belfield, 2004). This report steps away from the ideological debate and provides research-based evidence on the impact of choice on disadvantaged students and schools. As "only with data on the consequences of different plans for school choice will we be able to reach sensible judgements rooted in experience (Fuller and Elmore, 1996, p. 8)". It uses analysis and statements that are supported empirically and attempts to cover the widest possible scope of research, and provide responses to the key question of how to balance choice with equity considerations. (Contains 7 tables, 4 figures, 5 boxes and 13 footnotes.)

Thesis advisors, William Gates and Katsuaki Terasawa

The evolution of education has provided families an increased opportunity to participate in selecting their children's education. With charter schools, school voucher programs, and inter-district choice, a number of states have steered away from traditional school enrollment structures, offering families more flexibility to choose schools that better meet their needs and preferences. The question of whether and how school choice supports underserved students remains a concern. While many choice policies were not originally intended to further equity as a primary goal, choice advocates have often argued that choice-linked policies can be particularly valuable for historically marginalized and underserved students, including students of color, low-income students, students with disabilities, and English learners. Yet, others contend just the opposite, arguing that choice promotes segregation and lacks accountability to ensure equity. In this study, we set out to answer the question, how do state policy makers and education leaders think about school choice policy and how do issues of equity show up in state-level discourse and action? We draw on 58 interviews with state policy makers and experts in five states conducted from February to June 2019, as well as a wide range of documents. The five states (Colorado, Florida, Louisiana, Michigan, and Oregon) were selected to provide a mix of geography, population, types of choice policies, and the maturity of these policies. Our findings from these interviews suggest that more could be done to advance equity in school choice policy. State policies have not consistently advanced access to schools of choice for historically marginalized students. In particular, states have often not provided meaningful information about school options, viable transportation to schools of choice, or enrollment processes that enable access. Similarly, state policies have not consistently enhanced the supply of high-quality schools of choice. States have not carried out intentional planning around school openings and closures and school locations, consistent and rigorous oversight of school quality, or efforts to shape the quality and distribution of professional educators. A small number of state policies did focus on improving school choice equity and access for historically marginalized and underserved student populations, although more research is needed to understand their implementation and impact. Interviewees attributed state governments' inattention to equity to: (1) states' reluctance to challenge the tradition of local control over schooling; (2) views that equity-focused efforts are often too expensive; and (3) the limited prioritization of equity. While we cannot determine why equity was not a priority for policymakers or even definitively say whether it was considered during deliberations, we can say that individuals interviewed tended to foreground other priorities and goals for school choice policy -- namely that choice was a vehicle for innovation, for allowing markets to operate schools more efficiently, and for ensuring parents freedom to make decisions regarding their children's education. In addition to describing how state policymakers consider and act on improving equity in school choice, this study offers examples where states have pursued equity and provides options for policymakers to consider. [This report was written with major assistance from: Huriya Jabbar, Carolyn Herrington, Chris Torres, Emily Germain, Jacob Alonso, Andy Eisenlohr, Taylor Enoch-Stevens, Carlin Conner, and Hanora Tracy. Research support was provided by: Haley Nelson, Amanda Lu, Kate Kennedy, Eupha Jeanne Daramola, and Danica Brown. This report was prepared with Montclair State University and USC Rossier School of Education's Center on Education Policy, Equity and Governance.]

The evolution of education has provided families an increased opportunity to participate in selecting their children's education. With charter schools, school voucher programs, and inter-district choice, a number of states have steered away from traditional school enrollment structures, offering families more flexibility to choose schools that better meet their needs and preferences. The question of whether and how school choice supports underserved students remains a concern. While many choice policies were not originally intended to further equity as a primary goal, choice advocates have often argued that choice-linked policies can be particularly valuable for historically marginalized and underserved students, including students of color, low-income students, students with disabilities, and English learners. Yet, others contend just the opposite, arguing that choice promotes segregation and lacks accountability to ensure equity. In this study, we set out to answer the question, how do state policy makers and education leaders think about school choice policy and how do issues of equity show up in state-level discourse and action? We draw on 58 interviews with state policy makers and experts in five states conducted from February to June 2019, as well as a wide range of documents. The five states (Colorado, Florida, Louisiana, Michigan, and Oregon) were selected to provide a mix of geography, population, types of choice policies, and the maturity of these policies. Our findings from these interviews suggest that more could be done to advance equity in school choice policy. State policies have not consistently advanced access to schools of choice for historically marginalized students. In particular, states have often not provided meaningful information about school options, viable transportation to schools of choice, or enrollment processes that enable access. Similarly, state policies have not consistently enhanced the supply of high-quality schools of choice. States have not carried out intentional planning around school openings and closures and school locations, consistent and rigorous oversight of school quality, or efforts to shape the quality and distribution of professional educators. A small number of state policies did focus on improving school choice equity and access for historically marginalized and underserved student populations, although more research is needed to understand their implementation and impact. Interviewees attributed state governments' inattention to equity to: (1) states' reluctance to challenge the tradition of local control over schooling; (2) views that equity-focused efforts are often too expensive; and (3) the limited prioritization of equity. While we cannot determine why equity was not a priority for policymakers or even definitively say whether it was considered during deliberations, we can say that individuals interviewed tended to foreground other priorities and goals for school choice policy -- namely that choice was a vehicle for innovation, for allowing markets to operate schools more efficiently, and for ensuring parents freedom to make decisions regarding their children's education. In addition to describing how state policymakers consider and act on improving equity in school choice, this study offers examples where states have pursued equity and provides options for policymakers to consider. [This report was written with major assistance from: Huriya Jabbar, Carolyn Herrington, Chris Torres, Emily Germain, Jacob Alonso, Andy Eisenlohr, Taylor Enoch-Stevens, Carlin Conner, and Hanora Tracy. Research support was provided by: Haley Nelson, Amanda Lu, Kate Kennedy, Eupha Jeanne Daramola, and Danica Brown. This report was prepared with Montclair State University and USC Rossier School of Education's Center on Education Policy, Equity and Governance.]

The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, "Career Determinants." Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.

The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, "Career Determinants." Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.

The attorney's compleat pocket-book. Containing above four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By the author of the Attorney's practice epitomized. 1764: Volume 1 . Digitized from IA40313608-44 . Previous issue: bim_eighteenth-century_unto-the-right-honourabl_buchanan-peggy_1771 . Next issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1764_2 .

The attorney's compleat pocket-book. Containing above four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By the author of the Attorney's practice epitomized. 1764: Volume 1 . Digitized from IA40313608-44 . Previous issue: bim_eighteenth-century_unto-the-right-honourabl_buchanan-peggy_1771 . Next issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1764_2 .

This research explored the politics of educational choice through a case study of one public school testing the limits of difference in the British Columbia (Canada) school system in the 1990s. The Fine Arts elementary school was created by the school board based on pedagogical ideas from teachers. This fine arts magnet offered teachers a great deal of input into decision making. Parents, students, and teachers, who wanted the school to be more distinctive as a fine arts school, were described as promoting a "private" school in the public system. According to some community members the magnet school was "private" because it restricted admission to students who were particularly talented or motivated in the fine arts, was more selective in hiring teachers, and insisted on an integrated fine arts curriculum across the subject area. In an effort to keep the school "public," they called for admissions to all, a curriculum useful to all students, and a policy to hire any qualified teacher. As this school was established, there was an implicit conflict about the meaning of equity. The school might be considered elitist because families with more energy, ability, or knowledge might have less difficulty in using a school outside their neighborhoods. It might, however, provide opportunities for those who would have been denied them, resulting in more equal opportunity. The prevailing view of equity in the public school system is likely to meet similar challenges in the future. (Contains 24 references.) (SLD)

This research explored the politics of educational choice through a case study of one public school testing the limits of difference in the British Columbia (Canada) school system in the 1990s. The Fine Arts elementary school was created by the school board based on pedagogical ideas from teachers. This fine arts magnet offered teachers a great deal of input into decision making. Parents, students, and teachers, who wanted the school to be more distinctive as a fine arts school, were described as promoting a "private" school in the public system. According to some community members the magnet school was "private" because it restricted admission to students who were particularly talented or motivated in the fine arts, was more selective in hiring teachers, and insisted on an integrated fine arts curriculum across the subject area. In an effort to keep the school "public," they called for admissions to all, a curriculum useful to all students, and a policy to hire any qualified teacher. As this school was established, there was an implicit conflict about the meaning of equity. The school might be considered elitist because families with more energy, ability, or knowledge might have less difficulty in using a school outside their neighborhoods. It might, however, provide opportunities for those who would have been denied them, resulting in more equal opportunity. The prevailing view of equity in the public school system is likely to meet similar challenges in the future. (Contains 24 references.) (SLD)

Includes bibliographical references (p. 27-28)

Includes bibliographical references (p. 27-28)

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... - The fourth edition, corrected, with large additions. 1756: Volume 2 . Digitized from IA40313609-76 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1756_1 . Next issue: bim_eighteenth-century_institutio-legalis-or-_bohun-william_1732 .

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... - The fourth edition, corrected, with large additions. 1756: Volume 2 . Digitized from IA40313609-76 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1756_1 . Next issue: bim_eighteenth-century_institutio-legalis-or-_bohun-william_1732 .

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... - The fourth edition, corrected, with large additions. 1756: Volume 2 . Digitized from IA40313609-76 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1756_1 . Next issue: bim_eighteenth-century_institutio-legalis-or-_bohun-william_1732 .

The attorney's compleat pocket-book. Containing near four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By an attorney at law, ... - The fourth edition, corrected, with large additions. 1756: Volume 2 . Digitized from IA40313609-76 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1756_1 . Next issue: bim_eighteenth-century_institutio-legalis-or-_bohun-william_1732 .

Demands for school choice have led to a substantial increase in the educational options available to families in the United States (Stanford, 2023). Throughout the country, many areas have experienced post-pandemic expansions of school choice through micro-schools, virtual schools, and other non-traditional school models (Hamlin et al., 2023). These developments raise questions about how school leaders can support school integration as families are presented with expanding school options. These emerging forms of school choice could help to strengthen voluntary integration by allowing families to choose schools outside of segregated neighborhoods, but new forms of choice could also amplify segregation if families of similar racial and socioeconomic backgrounds congregate in the same schools. Previous research paints a complicated picture offering evidence that school choice can unleash both segregating and desegregating forces (McCallum et al., 2019; Monarrez et al., 2022). This brief describes new approaches to school choice and consider how they might influence school integration. Transformations brought about by emerging models of school choice could shape the future of school integration.

Against the backdrop of school choice as a pivotal element in educational reform, Hawaii has developd its own variant of the magnet school concept--the Learning Center Program, initiated in January 1987. Following a brief period of implementation at 14 high school sites, the program was evaluated and expanded to include 20 centers during the 1987-1988 school year and to a total of 29 during the 1989-1990 school year. The goals of these centers are to: expand educational choices for students through efficient use of resources; provide parents with the kind of education they want for their children; and encourage school-community collaboration and use of community resources. Each center is organized around a theme or subject area, and all centers set high academic, behavior, and attendance standards. Classes are taught by highly skilled teachers. Although centers are housed in high schools, they may serve students from elementary and intermediate schools as well. According to an independent evaluation, the program was implemented as intended. There is strong evidence that the Learning Centers are well accepted by program participants and their parents. However, there is also evidence that many parents and students were ignorant of the existence and purpose of learning centers. It appears that a more systematic approach is needed to publicize the program so that parents and students may actually avail themselves of choices in education. (AMH)

The attorney's compleat pocket-book. Containing above four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By the author of the Attorney's practice epitomized. 1764: Volume 2 . Digitized from IA40313608-44 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1764_1 . Next issue: bim_eighteenth-century_an-enquiry-into-the-cust_burroughs-samuel_1768 .

The attorney's compleat pocket-book. Containing above four hundred of such choice and approved precedents, in law, equity, and conveyancing, as an attorney may have occasion for, when absent from his office; ... By the author of the Attorney's practice epitomized. 1764: Volume 2 . Digitized from IA40313608-44 . Previous issue: bim_eighteenth-century_the-attorneys-compleat-_author-of-the-attorneys_1764_1 . Next issue: bim_eighteenth-century_an-enquiry-into-the-cust_burroughs-samuel_1768 .

Article by NZ historian about  educational reform.

These Congressional hearings contain testimony pertaining to the passage of women's career choice equity legislation. The hearings were convened to determine whether federal law, either directly or indirectly, regulates economic opportunities for women in such a way as to alter their career choice between paid employment and homemaking. During the hearings, testimony was provided by representatives from the Social Security Administration, the American Association of Retired Persons, and Eagle Forum. (MN)

In February 2011, the Center on Reinventing Public Education (CRPE) convened a conference to help districts implementing school choice under the U.S. Department of Education's Voluntary Public School Choice program. The conference, sponsored by the Department of Education, provided grantees access to the most current knowledge from district and charter leaders and school choice researchers on how to effectively implement public school choice. The conference focused on the most pressing issues faced by localities committed to public school choice. Panelists addressed how choice districts can: (1) actively manage the supply of schools in the district; (2) make careful decisions about the allocation of resources across these now independent schools; (3) build fair and transparent enrollment systems; (4) effectively communicate to all parents about their choices; and (5) invoke creative solutions to ensure that students with special needs are well served in these diverse schools. This paper summarizes the two-day conversation and lessons participants took away from the discussion. Essays by some of the panelists examine each of these five issue areas in greater detail.

Educational managers, policymakers, and scholars should make a courageous effort to face fundamental school system policymaking dilemmas in new ways. Self-empowering strategies are the levers that uncover, clarify, and solve problems. This paper argues that qualitative research, as a self-empowering problem solving strategy, will enable educators and researchers to explore beyond the limits of current theory and practice and make meaning of observed patterns of behavior in order to promote control, quality, choice, democracy, and equity in educational policy and management. Fundamental policymaking dilemmas include the following: (1) the basic values (equity, quality, choice and efficiency) are often in conflict; (2) the definition of "quality education" is culture laden; (3) teaching about equity, choice, and diversity requires confronting the schools' role in producing society's underclass; and (4) insider and outsider pressures are required to change the system. A detailed exploration of possible solutions to these dilemmas is provided. (JAM)

Designed to aid school personnel considering school choice as a possible desegregation method, this booklet explains the principles of controlled choice, presents an overall plan and flow chart, and reviews the types of organizations that might be developed. Controlled choice is a desegregation method that is voluntary, empowers parents and school staff, and leads to new and exciting reorganizations of school and curricula. Controlled choice makes all schools "magnets" for student enrollment, celebrates diversity, and acknowledges differences in learning styles. Although choice alone may increase the comfort level of parents, students, and staff and facilitate school improvement, only controlled choice will also lead to desegregation. Through a controlled choice system, three Massachusetts cities (Lowell, Fall River, and Cambridge) have increased the integration of their schools. Controlled choice has enormous potential for restructuring schools so that they are racially, ethnically, and sexually integrated, as well as high-quality, effective learning places. As this book shows, that potential can only be realized through an extensive, complex planning process involving all elements of the community. The planning process involves five phases: (1) Mechanisms for Initial Planning; (2) The Development of a City-Wide Plan; (3) Planning Individual Schools of Choice; (4) Implementation and (5) the First Year of Full Implementation. School administrators must make a major commitment to school organization and curriculum diversity and to school-based management. Five appendices present Massachusetts cities' plans and provide further information sources. A brief index is also provided. (MLH)

Some of thee interrelationships between game theory, axiomatic social choice theory, and ethics are set forth in the context of a new theory of equity. One of the principal functions of the new theory is to explicate alternative intuitive concepts of equity such as 'To Each According to His Needs,' and 'To Each According to His Contribution.' Game theoretic methods are used not only to provide an unambiguous, analytical characterization of these (and other) concepts, but also to integrate the various concepts within a single, coherent account of equity. In Section II, the reader is furnished with an overview of the Basic structure of the theory. In Section III, the subtheory of distribution according to relative needs is developed. Here attention is drawn to the mathematical equivalence of the ethical model developed in this theory with the Nash-Harsanyi theory of pure n-person bargaining games and with the Kaneko-Nakamura version of axiomatic social choice theory. In Section IV, the subtheory of distribution according to relative contribution is discussed. And Section V presents an informal characterization of a two-stage game, which when played, will realize 'full distributive justice' as understood in the new theory.

Some of thee interrelationships between game theory, axiomatic social choice theory, and ethics are set forth in the context of a new theory of equity. One of the principal functions of the new theory is to explicate alternative intuitive concepts of equity such as 'To Each According to His Needs,' and 'To Each According to His Contribution.' Game theoretic methods are used not only to provide an unambiguous, analytical characterization of these (and other) concepts, but also to integrate the various concepts within a single, coherent account of equity. In Section II, the reader is furnished with an overview of the Basic structure of the theory. In Section III, the subtheory of distribution according to relative needs is developed. Here attention is drawn to the mathematical equivalence of the ethical model developed in this theory with the Nash-Harsanyi theory of pure n-person bargaining games and with the Kaneko-Nakamura version of axiomatic social choice theory. In Section IV, the subtheory of distribution according to relative contribution is discussed. And Section V presents an informal characterization of a two-stage game, which when played, will realize 'full distributive justice' as understood in the new theory.

This paper looks at the equity and efficiency effects of Choice. Specifically studied is the equalization effects in school finance and the collective add-on as proposed by John Chubb abd Terry Moe in Politics, Markets, and America's Schools. Analysed as a system, the educational sector is described as a process whereby the polity reproduces itself. Hence, the control of the sector by state, parental and social interests is considered as the system is set in motion under the Choice proposal. Operating under the principles of best and equal, or inequality and equality, the system expands until it reaches a point of diminishing marginal utility. Because equity and efficiency are difficult to achieve synonomously, the question is raised regarding whether we are underinvesting in our children and whether a common commitment to democratic citizenship should lie at the heart of what education should be about.

This paper looks at the equity and efficiency effects of Choice. Specifically studied is the equalization effects in school finance and the collective add-on as proposed by John Chubb abd Terry Moe in Politics, Markets, and America's Schools. Analysed as a system, the educational sector is described as a process whereby the polity reproduces itself. Hence, the control of the sector by state, parental and social interests is considered as the system is set in motion under the Choice proposal. Operating under the principles of best and equal, or inequality and equality, the system expands until it reaches a point of diminishing marginal utility. Because equity and efficiency are difficult to achieve synonomously, the question is raised regarding whether we are underinvesting in our children and whether a common commitment to democratic citizenship should lie at the heart of what education should be about.

This paper looks at the equity and efficiency effects of Choice. Specifically studied is the equalization effects in school finance and the collective add-on as proposed by John Chubb abd Terry Moe in Politics, Markets, and America's Schools. Analysed as a system, the educational sector is described as a process whereby the polity reproduces itself. Hence, the control of the sector by state, parental and social interests is considered as the system is set in motion under the Choice proposal. Operating under the principles of best and equal, or inequality and equality, the system expands until it reaches a point of diminishing marginal utility. Because equity and efficiency are difficult to achieve synonomously, the question is raised regarding whether we are underinvesting in our children and whether a common commitment to democratic citizenship should lie at the heart of what education should be about.

Controlled choice is a method of desegregation that is voluntary, empowers parents and school staff, and leads to new and exciting school organization and curriculum. To move in the direction of controlled choice, substantial changes in present school organization and operation must be made. This planning guide, based upon the actual experiences of four Massachusetts school systems (Cambridge, Lowell, Worchester, and Fall River), has been prepared to assist local school systems in the exploration, development, and implementation of plans to achieve both desegregation and educational excellence through the introduction of controlled choice. Information is divided into four chapters: "The Case for Choice: Moving Towards Equity and Educational Excellence"; "Choice and Desegregation: Case Examples"; "Planning for Choice: Some Do's and Don'ts"; and "The Development of Choice Plans: An Overview." The introduction of school diversity through the controlled choice system will decentralize the educational decision making process and empower parents, teachers, and administrators to make decisions about the educational philosophy, the curriculum, and the internal organization of their individual school. In cases where desegregation is required, choices must be controlled by admission policies designed to ensure equal and fair integration among all district schools. The bibliography contains 26 references. (KM)

School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages. (Contains 19 footnotes, 6 figures and 9 tables.)

For students to thrive and achieve at high levels, they must be interested and emotionally invested in their learning. Why? Because motivation, or the desire that propels one to do something, leads to engagement, where students are being attentive to their tasks, putting forth positive effort, persisting through challenges, and advancing their ideas and understandings with a sense of intention. While classroom environment and teacher-student relationships influence motivation and engagement, these areas cannot be fully captured in a stand-alone assignment. Educators can, however, look at both the content and the design features of an assignment. These two areas serve as close proxies for student engagement because they hold the potential to ignite and propel interest and enthusiasm. In this brief, the authors take a closer look at the criteria for motivation and engagement in rigorous assignments, specifically the role of choice and relevancy. What does it mean for educators to offer their students authentic choices? How can educators bring relevancy to their assignments, and what do they need to be cautious about? And finally, what steps do educators and school, district, and state leaders need to take to ensure that more students benefit from engaging learning opportunities and the successful outcomes that follow?