Katrina E Bulkley
Datos Biográficos
| ID | 5182008 |
|---|---|
| NOMBRE | Katrina E Bulkley |
| NOMBRES | Katrina E |
| APELLIDO | Bulkley |
| FIRMA | BULKLEY K E |
| AFILIACIONES | Montclair State University |
| ORCID | 0000-0002-7157-2458 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAS | 85 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 7 |
Charter Authorizing, Applications, and the Needs of Historically Marginalized Students
Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that ori…
A Tale of Two Systems
Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent …
From Central Office to Portfolio Manager in Three Cities
A number of districts are moving toward a portfolio management model, in which central offices act as “portfolio managers” (PMs) that oversee—but may not actively manage—publicly funded schools. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles. We consider how PMs identify the goals of mul…
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Shared Leadership for Learning in Denver’s Portfolio Management Model
Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case stu…
Institutional Logics in Los Angeles Schools
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
Local Politics and Portfolio Management Models
Amid the growth of charter schools, autonomous schools, and private management organizations, an increasing number of urban districts are moving toward a portfolio management model (PMM). In a PMM, the district central office oversees schools that operate under a variety of governance models. The expansion of PMMs raises questions about local control, as new national and local organizations become increasingly central players in the design and de…
Conceptions of Equity
Discussions of educational equity have played an important role in educational policy in the United States over the past 50 years, and advocates with a broad range of perspectives on reform have sought to claim the equity mantle. In this article, I examine aspects of equity, including the distribution of “inputs” to public education, the process of delivering education, and the outcomes of the educational process. I surveyed a series of experts i…
The Changing Nature of Private Engagement in Public Education
Recent years have seen a shifting landscape around private engagement in K-12 public education, one that involves a reorientation of education policy and practice around the principles of the marketplace. In this article, we examine the roles of both not-for-profit and for-profit agencies, as distinct from government agencies, in this movement. Past research has generally focused on subsets of these private actors (i.e., for-profit firms, charter…
Introduction to the Special Issue on Benchmarks for Success? Interim Assessments as a Strategy for Educational Improvement
Research for this article was supported by a National Science Foundation Grant REC-0529485 to the Consortium for Policy Research in Education at the University of Pennsylvania and by grants from the Spencer Foundation and the William Penn Foundation to Research for Action. The opinions expressed in this research are those of the authors and do not necessarily reflect the views of the Consortium for Policy Research in Education, the National Scien…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Learning to Learn From Data
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from in…
Understanding the charter school concept in legislation
This article explores the ways in which policy‐makers in Arizona, Michigan and Georgia understood the charter concept when adopting charter legislation. Drawing on literature on policy formation, the paper traces both the creation of the charter law in each state, and the underlying rationales that led policy‐makers to support the legislation. The author compares the rationales found in each state based on the goals of the legislation and the mea…
Losing Voice
Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more “voice” in day-to-day decisions. However, the increasing involvement of educational management organizations (EMOs) as managers of charter schools raises newquestions about the influence of school stakeholders. This exploratory study examines the experiences of three very different EMOs and two school…
Revisiting Decision Making and Disaggregating Charter Schools
The Changing Nature of Private Engagement in Public Education
Recent years have seen a shifting landscape around private engagement in K-12 public education, one that involves a reorientation of education policy and practice around the principles of the marketplace. In this article, we examine the roles of both not-for-profit and for-profit agencies, as distinct from government agencies, in this movement. Past research has generally focused on subsets of these private actors (i.e., for-profit firms, charter…
Institutional Logics in Los Angeles Schools
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
Local Politics and Portfolio Management Models
Amid the growth of charter schools, autonomous schools, and private management organizations, an increasing number of urban districts are moving toward a portfolio management model (PMM). In a PMM, the district central office oversees schools that operate under a variety of governance models. The expansion of PMMs raises questions about local control, as new national and local organizations become increasingly central players in the design and de…
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Understanding the charter school concept in legislation
This article explores the ways in which policy‐makers in Arizona, Michigan and Georgia understood the charter concept when adopting charter legislation. Drawing on literature on policy formation, the paper traces both the creation of the charter law in each state, and the underlying rationales that led policy‐makers to support the legislation. The author compares the rationales found in each state based on the goals of the legislation and the mea…
Losing Voice
Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more “voice” in day-to-day decisions. However, the increasing involvement of educational management organizations (EMOs) as managers of charter schools raises newquestions about the influence of school stakeholders. This exploratory study examines the experiences of three very different EMOs and two school…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Learning to Learn From Data
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from in…
Conceptions of Equity
Discussions of educational equity have played an important role in educational policy in the United States over the past 50 years, and advocates with a broad range of perspectives on reform have sought to claim the equity mantle. In this article, I examine aspects of equity, including the distribution of “inputs” to public education, the process of delivering education, and the outcomes of the educational process. I surveyed a series of experts i…
Introduction to the Special Issue on Benchmarks for Success? Interim Assessments as a Strategy for Educational Improvement
Research for this article was supported by a National Science Foundation Grant REC-0529485 to the Consortium for Policy Research in Education at the University of Pennsylvania and by grants from the Spencer Foundation and the William Penn Foundation to Research for Action. The opinions expressed in this research are those of the authors and do not necessarily reflect the views of the Consortium for Policy Research in Education, the National Scien…
From Central Office to Portfolio Manager in Three Cities
A number of districts are moving toward a portfolio management model, in which central offices act as “portfolio managers” (PMs) that oversee—but may not actively manage—publicly funded schools. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles. We consider how PMs identify the goals of mul…
Revisiting Decision Making and Disaggregating Charter Schools
Understanding the charter school concept in legislation
This article explores the ways in which policy‐makers in Arizona, Michigan and Georgia understood the charter concept when adopting charter legislation. Drawing on literature on policy formation, the paper traces both the creation of the charter law in each state, and the underlying rationales that led policy‐makers to support the legislation. The author compares the rationales found in each state based on the goals of the legislation and the mea…
Losing Voice
Charter schools are one form of decentralizing public education by shifting power into the hands of school stakeholders by providing them with more “voice” in day-to-day decisions. However, the increasing involvement of educational management organizations (EMOs) as managers of charter schools raises newquestions about the influence of school stakeholders. This exploratory study examines the experiences of three very different EMOs and two school…
Introduction to the Special Issue on Benchmarks for Success? Interim Assessments as a Strategy for Educational Improvement
Research for this article was supported by a National Science Foundation Grant REC-0529485 to the Consortium for Policy Research in Education at the University of Pennsylvania and by grants from the Spencer Foundation and the William Penn Foundation to Research for Action. The opinions expressed in this research are those of the authors and do not necessarily reflect the views of the Consortium for Policy Research in Education, the National Scien…
Building With Benchmarks
In recent years, interim assessments have become an increasingly popular tool in districts seeking to improve student learning and achievement. Philadelphia has been at the forefront of this change, implementing a set of Benchmark assessments aligned with its Core Curriculum district-wide in 2004. In this article, we examine the overall context for Benchmarks in Philadelphia, the expectations district leaders had for the use of those Benchmarks, …
Learning to Learn From Data
This article examines the use of interim assessments in elementary schools in the School District of Philadelphia. The article reports on the qualitative component of a multimethod study about the use of interim assessments in Philadelphia. The study used an organizational learning framework to explore how schools can best develop the capacity to utilize the potential benefits of interim assessments. The qualitative analysis draws on data from in…
The Changing Nature of Private Engagement in Public Education
Recent years have seen a shifting landscape around private engagement in K-12 public education, one that involves a reorientation of education policy and practice around the principles of the marketplace. In this article, we examine the roles of both not-for-profit and for-profit agencies, as distinct from government agencies, in this movement. Past research has generally focused on subsets of these private actors (i.e., for-profit firms, charter…
Conceptions of Equity
Discussions of educational equity have played an important role in educational policy in the United States over the past 50 years, and advocates with a broad range of perspectives on reform have sought to claim the equity mantle. In this article, I examine aspects of equity, including the distribution of “inputs” to public education, the process of delivering education, and the outcomes of the educational process. I surveyed a series of experts i…
Local Politics and Portfolio Management Models
Amid the growth of charter schools, autonomous schools, and private management organizations, an increasing number of urban districts are moving toward a portfolio management model (PMM). In a PMM, the district central office oversees schools that operate under a variety of governance models. The expansion of PMMs raises questions about local control, as new national and local organizations become increasingly central players in the design and de…
Shared Leadership for Learning in Denver’s Portfolio Management Model
Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case stu…
Institutional Logics in Los Angeles Schools
The structure of US public education is changing. Rather than exclusive district management of schools with standardized programs, new types of systems have emerged. In the case of “portfolio” systems, advocates argue that choice, performance-based accountability, and autonomy challenge traditional schooling and foster a diversity of options for parents. Yet there is limited empirical evidence on these claims. Our mixed-methods study examines the…
From Central Office to Portfolio Manager in Three Cities
A number of districts are moving toward a portfolio management model, in which central offices act as “portfolio managers” (PMs) that oversee—but may not actively manage—publicly funded schools. Using principal-agent theory, with its focus on goal alignment and the use of incentives, we explore how PMs operated in ways distinct from traditional district offices in Denver, New Orleans, and Los Angeles. We consider how PMs identify the goals of mul…
The Process and Politics of Educational Governance Change in New Orleans, Los Angeles, and Denver
In recent years, some U.S. school districts have shifted away from direct management of schools, toward systems in which some or all schools operate under enhanced autonomy, accountability, and parental choice. Yet dynamics driving these changes are understudied, and there are few comparative studies of system-level governance shifts. To address these gaps, we use extensive qualitative data to analyze change in Los Angeles, Denver, and New Orlean…
Charter Authorizing, Applications, and the Needs of Historically Marginalized Students
Charter school authorizers shape which charter schools open, where they open, and who they serve. We draw on principal agent theory to investigate how the priorities and practices of nine authorizers intersected with charter school applications’ attention to the needs of historically marginalized students. Using data from interviews and applications, we find authorizers vary in orientations toward equity and the ways in which they signal that ori…
A Tale of Two Systems
Advocates often predict that school choice policies will expand access to high-quality schools, particularly for marginalized communities. To interrogate this assumption, we employed a sequential mixed-methods analysis examining the state of charter reform in the District of Columbia. We observed that stakeholders consistently defined equity as uniform processes, evident in data distribution and enrollment practices. We also uncovered persistent …
Political science (15 obras) · Sociology (13 obras) · Public relations (9 obras) · Charter (8 obras) · Educational Assessment and Improvement (8 obras) · Law (8 obras) · Public Administration (8 obras) · Economics (7 obras) · Public Administration (7 obras) · School Choice and Performance (7 obras)