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Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure
Education policy analysis archives, 2016-02, Vol.24 (17), p.17
[Peer Reviewed Journal]
ISSN: 1068-2341 ;EISSN: 1068-2341 ;DOI: 10.14507/epaa.24.2037
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Title:
Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure
Author:
Mungal, Angus Shiva
Subjects:
Academic Achievement
;
Alternative Teacher Certification
;
Alternative teacher preparation programs
;
Beginning Teachers
;
charter school networks
;
Charter Schools
;
choice
;
competition
;
Disadvantaged
;
education schools
;
Educational Change
;
Graduate Study
;
Higher Education
;
innovation
;
Interviews
;
Low Income
;
market ideology
;
New York
;
Organizations (Groups)
;
parallel education structure
;
partnerships
;
Partnerships in Education
;
Public Schools
;
Relay Graduate School of Education
;
School Districts
;
Schools of Education
;
State Departments of Education
;
Teacher Education
;
Teacher Education Programs
;
Teacher For America
;
Teacher Recruitment
Is Part Of:
Education policy analysis archives, 2016-02, Vol.24 (17), p.17
Description:
In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.
Publisher:
Colleges of Education at Arizona State University and the University of South Florida
Language:
English
Identifier:
ISSN: 1068-2341
EISSN: 1068-2341
DOI: 10.14507/epaa.24.2037
Source:
ERIC Full Text Only (Discovery)
ROAD: Directory of Open Access Scholarly Resources
DOAJ Directory of Open Access Journals
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