Relevant bibliographies by topics / Milwaukee Parental Choice Program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Milwaukee Parental Choice Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Milwaukee Parental Choice Program"

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박대권. "Evaluating Milwaukee Parental Choice Program with regard to Implementing School Choice Program in Seoul." Asian Journal of Education 14, no. 1 (2013): 51–68. http://dx.doi.org/10.15753/aje.2013.14.1.003.

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Witte, John F. "The Milwaukee Voucher Experiment." Educational Evaluation and Policy Analysis 20, no. 4 (1998): 229–51. http://dx.doi.org/10.3102/01623737020004229.

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This article provides a summary of the results of the first five years of the Milwaukee Parental Choice Program, which was the first program in the United States to allow students to attend private schools with public vouchers. I begin with a brief discussion of the theoretical and research issues. Following a description of the initial program and subsequent changes, I outline who participated in the program—including characteristics of students and families and schools. I then describe the results in terms of the effects on families, student outcomes, and schools. I conclude with a discussion of the implications for this type of program and more open-ended voucher programs. For those holding extreme positions on this controversial issue, there will be both ammunition and frustration, for the results contain both positive and negative elements. The quality of both the public and private schools and therefore student outcomes vary within and between schools, and that variance is more extreme than in middle-class or wealthy communities. Some schools are excellent, and families fight to get in them and stay in them. Some are so bad that they fail and, if they are private, cease to exist—often in mid-year. The general results of the voucher program follow that pattern: Some results are clearly positive, some can be interpreted either way, and others are negative.
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Ford, Michael. "School Exits in the Milwaukee Parental Choice Program: Evidence of a Marketplace?" Journal of School Choice 5, no. 2 (2011): 182–204. http://dx.doi.org/10.1080/15582159.2011.576576.

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Flanders, William D. "The benefit of churn? Examining the market characteristics of the Milwaukee Parental Choice Program." Journal of School Choice 12, no. 2 (2017): 254–70. http://dx.doi.org/10.1080/15582159.2017.1384878.

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Rouse, C. E. "Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program." Quarterly Journal of Economics 113, no. 2 (1998): 553–602. http://dx.doi.org/10.1162/003355398555685.

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Clowes, George A. "With the Right Design, Vouchers Can Reform Public Schools: Lessons from the Milwaukee Parental Choice Program." Journal of School Choice 2, no. 4 (2009): 367–91. http://dx.doi.org/10.1080/15582150802618634.

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Ford, Michael R., and Fredrik O. Andersson. "Taking Stock and Moving Forward: Lessons From Two Plus Decades of Research on the Milwaukee Parental Choice Program." Journal of School Choice 13, no. 2 (2017): 158–76. http://dx.doi.org/10.1080/15582159.2017.1350085.

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Goodridge, Shane. "Tracing the Historical DNA and Unlikely Alliances of the American Charter School Movement." Journal of Policy History 31, no. 2 (2019): 273–300. http://dx.doi.org/10.1017/s0898030619000058.

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Abstract:More than three million children in the United States are currently enrolled in charter schools, with increasing enrollments despite strong evidence of academic gains. This historical analysis moves beyond a focus on academic outcomes and traces the success of the charter school movement, in part, to the foundational premise of restoring agency to educational stakeholders. State-mandated schooling was a counterintuitive feature of American policy that chafed against the founding ideals of the Republic and gradually engendered resentment among mostly white conservatives. Concurrently, in the aftermath ofBrown,factions of African American policymakers began to look for equitable educational alternatives. The unlikely alliance of these two antithetical constituencies resulted in the creation of a unique—albeit fragile—coalition and the passing of the Milwaukee Parental Choice Program and paved the way for the nation’s inaugural charter school policy passed in Minnesota in 1991.
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Cowen, Joshua M., David J. Fleming, John F. Witte, Patrick J. Wolf, and Brian Kisida. "School Vouchers and Student Attainment: Evidence from a State-Mandated Study of Milwaukee's Parental Choice Program." Policy Studies Journal 41, no. 1 (2013): 147–68. http://dx.doi.org/10.1111/psj.12006.

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Lowe, Robert, and Joan Whipp. "Book Reviews: Examining the Milwaukee Parent Choice Program: Options or Opportunities?" Educational Researcher 31, no. 1 (2002): 33. http://dx.doi.org/10.3102/0013189x031001033a.

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Dissertations / Theses on the topic "Milwaukee Parental Choice Program"

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Harris, Heidi. "Parental Choice and Perceived Benefits of Reggio Emilia Inspired Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5717.

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Despite credible research to support a constructivist-based approach in early childhood programs, policymakers continued to push for a more academic-based philosophy in an effort to reach standardized testing goals. Reggio Emilia, a constructivist-based early childhood philosophy that originated in Northern Italy, has been shown to be an excellent model to facilitate optimum learning in young children. The purpose of this phenomenological study was to investigate parental experiences when choosing the constructivist-based early childhood program, Reggio Emilia, for their children and to explore parents' perceived benefits after their children attended. A constructivist conceptual framework was used to provide context for the Reggio Emilia philosophy. A purposeful sampling strategy was used to select a Reggio Emilia inspired program, Foundations Early Learning Center, in the American Midwest. Five parents who had enrolled their children at Foundations Early Learning Center for a minimum of 6 months participated through in-depth interviews. Data were analyzed, categorized, and clustered into similar themes that described the phenomenon. Results indicated parents identified an overall satisfaction for choosing a Reggio Emilia experience for their preschool children. Ten perceived benefits from parents were identified that were associated with their children after they attended the Reggio Emilia inspired program. Findings of the current study have the potential to bring awareness to policymakers and early childhood program directors when making decisions on what type of educational philosophy to implement into early childhood programs with results favoring the choice of a constructivist-based Reggio Emilia inspired program over alternative options.
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Finkbiner, Bradley Wayne. "Can a One-Size-Fits-All Parental Involvement Framework Be Applied to an Entire School District? A Comparative Case Study of a District Magnet Program." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5479.

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This study investigated a district magnet program that required high levels of actual parental involvement. The district that houses this program uses Epstein's framework of parent involvement to reach out to all families. The research sought to match parent responses with the magnet program expectations and the Epstein framework. Interviews were conducted and completed with twenty-four participants including diverse backgrounds. Particularly sought after were parents from different ethnic groups and gender within two separate middle schools. The research also endeavored to learn how the district school choice program forced parents to navigate their child's enrollment, whether at the elementary school or middle school levels. My findings suggested that the parents in this study fit into more than one framework. During the study, two more frameworks emerged that better place parent engagement with the student choice program along with that of Epstein. My working hypothesis was that a "one size fits all" parent involvement framework does not exist for parents who chose this magnet program. My study suggests that school districts need to reach out to all parents in whatever form works for both parties: the parents and school programs. School districts are charged with developing the flexibility needed to meet families where they are and provide support necessary to sustain higher levels of parent involvement. This action will lead to more success in the familial journey through their child's educational experience.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.

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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Forslund, Kathleen M. "The impact of the Milwaukee parental choice program on Catholic schools, families, and students." 2002. http://www.library.wisc.edu/databases/connect/dissertations.html.

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Books on the topic "Milwaukee Parental Choice Program"

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Rouse, Cecilia Elena. Private school vouchers and student achievement: An evaluation of the Milwaukee Parental Choice Program. National Bureau of Economic Research, 1997.

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Rouse, Cecilia Elena. Private school vouchers and student achievement: An evaluation of the Milwaukee parental choice program. Princeton University, Department of Economics, Industrial Relations Section, 1996.

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Rouse, Cecilia Elena. Schools and student achievement: More evidence from the Milwaukee parental choice programme. Princeton University, Department of Economics, Industrial Relations Section, 1998.

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Hastings, Justine S. Parental preferences and school competition: Evidence from a public school choice program. National Bureau of Economic Research, 2005.

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Hastings, Justine S. Parental preferences and school competition: Evidence from a public school choice program. National Bureau of Economic Research, 2005.

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United, States Congress House Committee on Education and Labor Subcommittee on Elementary Secondary and Vocational Education. Field hearing on parental choice: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session, hearing held in Milwaukee, WI, November 16, 1990. U.S. G.P.O., 1991.

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United, States Congress House Committee on Education and Labor Subcommittee on Elementary Secondary and Vocational Education. Field hearing on parental choice: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, One Hundred First Congress, second session, hearing held in Milwaukee, WI, November 16, 1990. U.S. G.P.O., 1991.

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Don, Bezruki, and Wisconsin. Legislature. Legislative Audit Bureau., eds. An evaluation, Milwaukee Parental Choice Program. Wisconsin Legislative Audit Bureau, 2000.

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F, Witte John, Robert M. LaFollette Institute of Public Affairs., University of Wisconsin--Madison. Dept. of Political Science., and Wisconsin. Dept. of Public Instruction., eds. Fourth-year report, Milwaukee Parental Choice Program. Dept. of Political Science and The Robert La Follette Institute of Public Affairs, University of Wisconsin-Madison, 1994.

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Book chapters on the topic "Milwaukee Parental Choice Program"

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Guo-Brennan, Michael. "Milwaukee and Parental Choice." In Community Engagement for Better Schools. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54038-8_11.

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Ford, Michael R., and William Vélez. "The Failure of Accountability in the Milwaukee Parental Choice Program." In Educational Policy Goes to School. Routledge, 2017. http://dx.doi.org/10.4324/9781315558721-8.

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"3. Educational Choice and the Milwaukee Voucher Program." In The Market Approach to Education. Princeton University Press, 2001. http://dx.doi.org/10.1515/9781400823314.29.

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Lorbiecki, Marybeth. "The Land Laboratories: 1933– 1936." In A Fierce Green Fire. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199965038.003.0015.

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On June 26, 1933, the University of Wisconsin offered Aldo Leopold a position teaching the nation’s first graduate program in game management. The New York Times hailed it as the “one and only ‘wild-game chair.’” This was the chance he’d been waiting for. Despite the small salary, Leopold accepted. Letters of congratulation filled the mailbox at 2222 Van Hise. Among them was one from none other than the preservationist crusader W. T. Hornaday: …My Dear Ally, I salute the University of Wisconsin, for its foresight and enterprise in establishing the first Collegiate Professorship of Game Management created in the United States… . I congratulate the Wisconsin Alumni Foundation on its correct initiative in the choice of the Best Man for the new foundation… . It is all a helpful gesture in the struggle to save American game and sport from finally going over the precipice, A.D. 1940. …Leopold set up shop in “two small, rather dark rooms” in the basement of the university’s Soils Building. As an outsider to the academic establishment, he was expected to be more of a free-floating conservation resource for the state than a departmental teacher. He outlined some of his duties for the Milwaukee Journal: ...To conduct research in the life history of Wisconsin birds and mammals; develop cropping methods suitable for their preservation and increase; train men to devise and apply such methods; impart to other students a general understanding of the wild life conservation problem; assist farmers and other landowners in selecting and applying cropping methods; integrate game with other uses of land; and advise conservation officers on questions of wild life management and policy. …He was charged with giving radio talks and public addresses, overseeing soil erosion and game-cropping projects, and helping plan a university arboretum and wildlife refuge—all before the official teaching would begin. Since conservation was “a way of living on land” for Leopold, he wanted to involve as many people as possible.
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Conference papers on the topic "Milwaukee Parental Choice Program"

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Fertig, Jan, and Subha Kumpaty. "STEMpathy Study on Persistence in Mechanical Engineering." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23679.

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Abstract Despite widespread targeted efforts at the pre-college level to recruit greater numbers of females and minorities for careers in science, technology, engineering and mathematics (STEM), fewer than 9% of today’s mechanical engineers are female and underrepresented minorities remain under 10%. There is a disproportionately high attrition rate of females and minorities from engineering programs and professions. Female and underrepresented minority mechanical engineering students are discouraged by factors involving: 1) Wider cultural norms and biases (societally pervasive ideas and often discriminatory practices); 2) Social-structural factors that result in differential engineering college preparedness; and 3) Organizational norms and biases within mechanical engineering. At the intersection of these forces is an individual who enters a career to make a difference, but whose fundamental social responsibility goals and leanings are frustrated. This culture alienates many students at a time when prominent engineering organizations like ABET call for greater diversity, empathy and social responsibility. Undergraduates in ten engineering programs at the Milwaukee School of Engineering completed a survey consisting of developed measures of “STEMpathy” (empathy in STEM); equitable treatment across commonly known bases for discrimination; a measure of personal empathy based on Baron-Cohen’s systemizing-empathizing dichotomy; a developed instrument to measure likelihood of persistence; and qualitative questions on reasons for career choice and discriminatory experiences in college. Multiple linear regression analysis supported the hypothesis that persistence likelihood is a function of program STEMpathy and departmental fairness (lack of discrimination) and showed a moderating effect of empathy on program fairness/discrimination. Mechanical engineering was distinguished by low STEMpathy and unique challenges surrounding student persistence.
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Reports on the topic "Milwaukee Parental Choice Program"

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Rouse, Cecilia Elena. Private School Vouchers and Student Achievement: An Evaluation of the Milwaukee Parental Choice Program. National Bureau of Economic Research, 1997. http://dx.doi.org/10.3386/w5964.

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Hastings, Justine, Thomas Kane, and Douglas Staiger. Parental Preferences and School Competition: Evidence from a Public School Choice Program. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11805.

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