Amanda Lu
Biographic Data
| ID | 9566389 |
|---|---|
| NAME | Amanda Lu |
| GIVEN NAMES | Amanda |
| FAMILY NAME | Lu |
| SIGNATURE | LU A |
| AFFILIATIONS | Stanford University, Stanford, CA, USA |
| ORCID | 0000-0001-9406-0933 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reclaiming Educational Fraud and Waste
The recent dismantling of federal educational institutions has been legitimated under the banner of “eliminating fraud and waste.” In this paper, we reclaim these terms to locate the sources of potential fraud and waste in the U.S. K-12 education system through a novel conceptual framework that centers both structural components and the actions of educational actors. We posit that over-diagnosing failure within the public educa tion system, coupl…
Business Not as Usual
Drawing on the crisis management cycle (CMC) framework, this study examines the organizational adjustments made by school systems in response to the COVID-19 pandemic, with a focus on the implementation of high-impact tutoring (HIT) to address the pandemic’s academic impacts. Analyzing 112 interviews across 10 local education agencies, we identify three postcrisis organizational change pathways: stagnation without learning, change through learnin…
Contracting Whiteness
This study examines the linkages between charter school board composition, proposed school models, and authorization outcomes in two majority Black cities in the initial years post-state takeover. Findings illuminate how approved applications overlapped with the following factors: majority White boards with affiliations to elite reform networks or non-educational professional backgrounds and “No Excuses” models. Using concepts from The Racial Con…
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…
No prominent works on this page.
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…
Business Not as Usual
Drawing on the crisis management cycle (CMC) framework, this study examines the organizational adjustments made by school systems in response to the COVID-19 pandemic, with a focus on the implementation of high-impact tutoring (HIT) to address the pandemic’s academic impacts. Analyzing 112 interviews across 10 local education agencies, we identify three postcrisis organizational change pathways: stagnation without learning, change through learnin…
Contracting Whiteness
This study examines the linkages between charter school board composition, proposed school models, and authorization outcomes in two majority Black cities in the initial years post-state takeover. Findings illuminate how approved applications overlapped with the following factors: majority White boards with affiliations to elite reform networks or non-educational professional backgrounds and “No Excuses” models. Using concepts from The Racial Con…
Reclaiming Educational Fraud and Waste
The recent dismantling of federal educational institutions has been legitimated under the banner of “eliminating fraud and waste.” In this paper, we reclaim these terms to locate the sources of potential fraud and waste in the U.S. K-12 education system through a novel conceptual framework that centers both structural components and the actions of educational actors. We posit that over-diagnosing failure within the public educa tion system, coupl…
Political science (3 works) · School Choice and Performance (3 works) · Charter (2 works) · Charter school (2 works) · Diverse Education Studies and Reforms (2 works) · Law (2 works) · Public relations (2 works) · Sociology (2 works) · Banner (1 work) · Business (1 work)