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The U.S. higher education system stands out in three dimensions. First, it has the highest number of leading research universities. Second, it displays significant differentiation: multiple types of institutions offer services that differ in cost, prestige, etc. Third, it has a laissez‐faire/free‐market orientation: private and public entities are free to open schools and compete; essentially all schools enjoy substantial autonomy. This paper makes the case that these features are systematically related. The development of the American higher education market—which allowed market forces to operate and lacked centralized planning—contributed to the emergence of differentiation and a set of leading research universities. [ABSTRACT FROM AUTHOR]

This article draws on the findings from The Bus Project (2018–2021) in Bristol, which found that children living in some of the most deprived streets in England cannot afford to visit the centre of their city. The article explains that the problem of children 'not being on the buses' is the consequence of a series of policy choices in bus governance. Empirically, the article demonstrates that the causes of bus immobility – cost, fear of the unknown, unfamiliarity, and unreliability – have clear detrimental effects on children's ability to access leisure and civic opportunities, independent travel, and education of choice. Theoretically, it argues that discrimination and equality law – the dominant legal paradigms for addressing inequality – have limitations in this setting when they do not explicitly provide for socio‐economic inequality. This article suggests that we could develop a concept of 'advancement', drawing on aspects of Section 1 of the Equality Act 2010 (still unimplemented in England, though in force in Scotland and Wales), moving beyond protected characteristics. As a policy, advancement could be implemented using administrative means, including existing data sets on free school meals or indices of deprivation. A concept of advancement could become a mechanism to enable us to address socio‐economic inequality as a 'vehicle for justice', just as buses are vehicles capable of facilitating spatial justice in practical terms. [ABSTRACT FROM AUTHOR]

While there is much (party) politicking about the social and educational backgrounds of Members of Parliament, especially presently around the composition of Boris Johnson's Cabinet, it may be observed that the educational backgrounds of Conservative and Labour education secretaries over the decades have not been wildly different. This article examines their elite biographical peculiarities, and how these combine in other education ministers and their networks of advisors to constitute a distinct 'policy community' in the pursuit of an agenda in educational reform, presently being that of academies and free schools. It is proposed that while diversity in this context may not always be found in their secondary or higher education, this does not limit, as is sometimes posited, either their capacity for compassion in social deprivation, or their understanding of diverse educational structures. [ABSTRACT FROM AUTHOR]

Healthy School Meals for All also increases participation in school breakfast and lunch (Logan et al., 2014), which allows school nutrition finances to benefit from economies of scale. School meal debt occurs when children who are not certified for free school meals arrive in the cafeteria without money in their school lunch account or cash in hand to pay for their meal. Healthy School Meals for All eliminates the concerning practices that schools implement in response to unpaid school meal fees and the financial burden upon schools and families. The federal School Nutrition Programs - the National School Lunch Program (NSLP) and the School Breakfast Program (SBP) - are the largest federal child nutrition programs. [Extracted from the article]

Under this provision, a school could have zero students from low-income families and offer taxpayer-funded meals to all their middle- and upper-income students because of the economic status of students enrolled in neighboring schools. Policies that expand student eligibility for federal school meals require taxpayers from different income levels to pay for free school meals for students from middle- and upper-income homes. The notion that expanded eligibility would eliminate local school meal debts is an economic fallacy - permanently expanding student eligibility simply shifts local school meal debts, generally caused by parents not paying for school meals, from local and state taxpayers to federal taxpayers. [Extracted from the article]

The geography of education literature has demonstrated remarkable similarities in school choice strategies across different educational and spatial contexts. The literature finds that school choice strategies of the middle classes rely on deploying different forms of capital (economic, social, and cultural). At the same time, it is evident that the specific geography and institutional idiosyncrasies of the educational landscape are navigated in locally specific ways that are not just classed but also strongly intersect with ethnicity/race. In most contexts moving house plays a central role in school choice. However, residential relocation as part of school choice strategies is highly contingent on national and local regulations of school allocation and enrolment. Investigating the case of the metropolitan area of Amsterdam, this paper uses longitudinal individual, geo‐coded register data to study the socio‐spatial school choice strategies of an entire cohort of first‐born children (2012) in a free‐school choice landscape. Employing an analysis of the interconnections of residential relocation and school choice, this paper uses multinomial logit models to assess how school is differentiated by social class and migration background and how it is related to residential (re)location. It finds that school choice strategies are differentiated by both class and ethnicity, but also very strongly depend on residential context. Remarkably, the paper finds that while a substantial number of highly educated, high‐income parents move and enrol their children in homogeneous middle‐class schools, a majority of households do not move and hence navigate the school landscape in which they find themselves. It suggests that school choice policies indeed reduce the need for residential relocation, but at the same time are conducive to school segregation. [ABSTRACT FROM AUTHOR]

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Free speech jurisprudence is caught between crediting the First Amendment rights of students when they resemble adults or restricting such rights when students seemingly act as children. In Morse v. Frederick (2007), the Supreme Court ruled against Joseph Frederick and his "Bong Hits 4 Jesus" banner because Frederick's speech seemed valueless as an adult act, as it lacked any discernible political value. In this essay, Neil Dhingra uses Hannah Arendt's thought to argue that schools should not be interpreted as political spaces but as social spaces where educational authorities should exercise forbearance as students such as Frederick learn to exercise their free speech rights. In particular, students will practice their First Amendment rights by exposing and exploring the discrepancy between appearance and reality, through dark forms of humor, and in forming different types of friendship, all of which schools are unlikely to be able to manage or interpret. Recognizing these unruly and quasi‐humorous forms of First Amendment practice helps make sense of Frederick's banner. Dhingra argues that in order to create space for students to develop freely — that is, without being subject to excessive scrutiny or succumbing to the danger of conformity, or both — schools should show a wide but not unlimited tolerance to speech like that of Frederick, which may otherwise be dismissed as childish and valueless "gibberish." [ABSTRACT FROM AUTHOR]

The reform of the school system, which has been conducted by the Coalition and Conservative governments since 2010, has largely been austerity-driven. In spite of the governments' pledge to protect their budgets, schools have been severely hit by spending cuts. The reform programme has itself been integral to the fiscal consolidation plans by promoting a more cost-effective system of state schooling. This article discusses the relationship between austerity and reform, and looks at the consequences for the concept of public service. Some specific aspects of the new institutional framework are examined, especially the creation of an independent state sector made up of academies and free schools, which has entrenched the involvement of private sector firms in education. The overhaul of the school system, which started nearly thirty years ago, has now reached a new decisive stage. However, considering the complex relationship between multiple actors and the opposing forces at work, one cannot say with any certainty that it will cause the demise of public service state education. [ABSTRACT FROM AUTHOR]

This article examines how public education began to be seen as crucial to addressing the management of poverty in late eighteenth- and early nineteenth-century Britain. Public education was central to the shaping of eighteenth-century Scottish socio-economic development and the concerns of the Scottish enlightenment intellectual project. In the generation after Adam Smith, scholars and administrators were confronted with the enormous challenges of burgeoning poverty created by urban growth and the industrial revolution, which were further exacerbated by the pressures of global warfare. Employing and adapting the methods and insights of Scottish political economy, as well as the lessons of Britain's colonial experience, the influential author and magistrate Patrick Colquhoun advocated mass education to tackle the problems that Britain faced in the era of the French Revolutionary and Napoleonic wars. [ABSTRACT FROM AUTHOR]

The article analyses the redefinition and distribution of powers between central governance and local actors in English independent state-funded schooling. Earlier research on governance confirms the importance of the local and the school level in reshaping national-level reforms and steering policies. The research draws on data from interviews with national-level policymakers and an ethnographic school case study, thereby yielding contrasting views and perceptions of governance at the national level, and the day-to-day reality at the local level. The empirical analysis gives mixed results in that the national visions of innovative local practices seem not to be manifest at the local level. Despite the legal and financial freedoms granted to academy schools, the case academy is constrained by the national policy of steering by evaluation, namely inspection and testing, and the managerial practices of the sponsor. The article concludes that the real effect of academies is still under construction and meanwhile their space for action is strongly restricted by the tools of evaluation. As a more theoretical conclusion the analysis suggests that future analysis should concentrate more on action rather than structures and on evaluation as an embedded practice. [ABSTRACT FROM AUTHOR]

Supporters and critics of free schools in England have had differing expectations about whether free schools would emerge in socially disadvantaged areas, and whether they would become socially selective. We investigate the outcomes, using information from the first three years since the introduction of the first new schools in 2011, drawn from the National Pupil Database. We find that, as policy proposers had expected, free schools have been situated in neighbourhoods that are somewhat above average in terms of the proportions entitled to free school meals, a well-known indicator of social disadvantage. Nevertheless, we also find that the free schools are socially selective within their neighbourhoods. These two effects balance out so that, overall, compared with the average for all England, there are no great differences between the social composition of secondary free schools and that of the national average. However, at primary school level there is evidence that free schools are enrolling children with above average ability. Moreover, there are very substantive differences between the ethnic composition of free schools and other schools. Despite these differences, we find little evidence that the presence of free schools is having an effect on the social composition of intakes to other schools in their neighbourhoods or on segregation in the local authority as a whole. We suggest this may be because there are still too few free schools, with very small cohort sizes, recruiting from very dispersed areas. [ABSTRACT FROM AUTHOR]

The Free Schools policy in England has led to the opening of a number of new autonomous state-funded schools. This article uses data from the Annual Schools Census to present the proportions of socioeconomically disadvantaged children attending the first three waves of these schools. It updates and builds on previous work that focused on the student composition of the first wave of Free Schools that opened in 2011. The analysis compares the Free School intakes with other local schools and Local Authority ( LA) data and seeks to establish whether the schools are taking an equal share of disadvantaged children in relation to their nearby competitors. Differences emerge between the different waves of schools with those that opened in 2011 generally underrepresenting disadvantaged children. In the second and third waves the picture is more mixed. It is also the case that Free Schools with a faith designation or an alternative or specialist curriculum appear particularly likely to have proportionally fewer disadvantaged children than might be expected based on their location. The potential impacts of having an increasing number of new schools with unbalanced intakes are discussed. [ABSTRACT FROM AUTHOR]

This article examines the pattern of placement of students with significant special educational needs at Statement and School Action Plus levels in English secondary schools, comparing sponsored and converter academies, maintained schools and the newly created free schools, studio schools and university technical colleges for 2013 and 2014. The analysis shows a clear pattern of differences: converter academies (which are governed by their own governing body) had significantly lower proportions of students with significant special educational needs overall than maintained (those remaining under local authority management) and sponsored academies (those considered to be weak/failing schools forced to become academies with outside sponsors that oversee the schools). There was a similar pattern of findings for most areas of special educational needs, except visual impairment and autistic spectrum disorder. The pattern of placement of students with Statements in the newly created free schools also showed that some free schools have unusually high proportions of students with special educational needs. These findings are discussed in terms of the increasing stratification of English secondary schools and the potential of small secondary schools to be more inclusive. [ABSTRACT FROM AUTHOR]

The last two decades of the nineteenth century witnessed an apparent revolution in art education in Denmark with the establishment of the 'Free Schools', a group of alternative schools that provided students with a choice other than the Royal Academy. The most important of these schools, the Kunstnernes Studieskole ( Artists' Study School, established in 1882), was subsidised by the government and headed by Laurits Tuxen, P. S. Krøyer, and Kristian Zahrtmann, Academy-trained artists who modeled the school's education on the French atelier system. The debate that formed the Study School was at its core one of democratization, which was perceived to be synonymous with international modernism. Yet its artists functioned within a network of fluid roles designed to openly augment the existing pedagogical structure from within - a specifically Danish phenomenon. This article proposes an alternative framework for late-nineteenth-century Danish art education systems that situates the Study School within the context of Danish culture and as an extension of the social democratic tendencies proliferating at this time, which were significantly influenced by the preacher N. F. S. Grundtvig. Danish artists' actual situation had more to do with assimilating a myriad of local and international impulses into a specifically Danish version of modernism. [ABSTRACT FROM AUTHOR]

Using Ivan Illich's seminal works, Deschooling Society and Tools for Conviviality as touchstones, this paper returns to further pursue the thrust of my article in iJADE 25.3 (2006), 'Domain poisoning: the redundancy of current models of assessment through art', and might be considered as a more radical addendum. The central strand of Illich's work on 'deschooling' is an indictment of the trend to dehumanisation and the counterproductivity which results from institutionalisation. This paper argues that it is time to revisit Illich's call for deschooling with particular reference to the teaching of art and design, and, in turn, to look at the construct of the art teacher for the twenty-first century as connoisseur/critic/animateur, aloof from the world of domain-based assessment. As has been suggested many times before within these pages and beyond, accountability makes teachers risk averse. In short, this article suggests that it is time that we took a structural risk and removed this glass ceiling to aspiration while calling for complete deregulation of art and design education and the reinstatement of the art teacher as an autonomous 'agent of change'. [ABSTRACT FROM AUTHOR]

The article presents a paper based on the Policy Seminar held at Birkbeck College in London, England on the special educational needs (SEN) Green Paper. It outlines the definition of SEN and explains how merging school action and school action plus would simplify the system. It relates the proposal of the Green Paper to extend the choice of schools to all state-funded schools that would include special schools, academies and free schools.

This paper analyses quantitative evidence on the performance of for-profit schools in Sweden. It finds that school competition improved educational attainment and conditions for teachers. The benefits of competition were enhanced by the high number of for-profit schools that were established. [ABSTRACT FROM AUTHOR]

Objectives: To describe the prevalence of health-risk behaviours of New Zealand alternative education students, and to compare these behaviours to similar students in the USA.Methods: Thirty-six alternative education schools in the northern region of New Zealand were surveyed. A total of 269 students completed a youth health questionnaire using laptop computers. These data were compared to data from an equivalent population of alternative education students in the USA.Results: Alternative education students from New Zealand and the USA engage in similar high levels of health-risk behaviours. Female students in New Zealand are at particularly high risk of poor health and social outcomes due to high levels of alcohol and marijuana use, driving under the influence of alcohol and high prevalence of risky sexual behaviours. Such health-risk behaviours place alternative education students at greater risk of some of the leading causes of morbidity and mortality in both youth and adult populations.Conclusions: Findings from the present study support the need for specific health policies and programmes for alternative high school students. Providers of New Zealand alternative education should be aware that female students are at particularly high risk of many health-risk behaviours. [ABSTRACT FROM AUTHOR]

This interview-based study examines nine young women's perceptions of their disconnection from high school and reconnection to school in an alternative program. Rather than focusing on a fixed notion of what "at-risk" students "need," the students and author note the importance of working with the messy, partial, and complicated sense of students' identities to gain better understandings of the schooling experiences of marginalized youth. With an eye toward practice- and theory-oriented representations and sense-makings, this article presents theoretical constructions of student disconnection and connection, student testimony as one useful pedagogy, and policy implications for schools. [ABSTRACT FROM AUTHOR]

ABSTRACT: This study described violent behavior and aggression among youth attending alternative schools, and examined sociodemographic factors associated with such violence. The study involved 494 students attending 10 alternative schools in Houston, Texas. Data were collected between November 2000 and February 2001 by audio-enabled laptop computers equipped with headphones. Students self-reported an average of 11.8 aggressive acts during the week prior to the survey. Students reported a 30-day weapon carrying prevalence of 22.7%; 30- day gun carrying prevalence of 11.1%; 30-day knife or club prevalence of 17.2%; 12-month fighting prevalence of 50.6%; and 12-month prevalence of injuries due to fighting of 6.5%. Association between demographic variables, self-reported aggressive behavior, and other forms of aggression was examined using multivariate logistic regression. Students were divided into four mutually exclusive violence-related categories: no fighting and no weapon (referent), fighting only, carrying weapon only, fighting and weapon carrying. Student aggression was significantly associated with fighting and weapon carrying, with incremental increases at each level (OR 1.1 per unit of increase, 95% CI 1.1-1.2) and in presence of the covariates. Among Houston's alternative school students, the prevalence of violent behavior (weapon carrying, gun carrying, knife or club carrying, fighting, and treatment by a doctor or nurse for injuries) is higher compared to regular high school students. Aggression related strongly to weapon carrying and fighting in the sample. Data indicate alternative school youth urgently need prevention and treatment programs to help them live in safer environments. (J Sch Health. 2002;72(9):357-362) [ABSTRACT FROM AUTHOR]

The article focuses on the growth of open plan schools worldwide. The progressive tradition of primary school theory provided the ideas of educational base and rationale of open planning. Open plan education is also due to the desire of education to provide informal and flexible learning environments. Open plan also help teachers plan their work in accordance with modern trends in education. Teachers will also be able to experiment and innovate with integrated day, team teaching and vertical grouping.

Introduction: Adolescent girls are at high risk of HIV infection in sub‐Saharan Africa. Mental health distress, driven by adverse childhood experiences (ACEs) such as abuse, poverty and family HIV, may be an important driver of HIV risk behaviour among adolescent girls, while education may mitigate these risks. This study aimed to develop an empirically based theoretical model between ACEs, mental health distress and HIV risk behaviour among adolescent girls in South Africa and to investigate the potential moderating effects of free schooling provision. Methods: Self‐report questionnaires using validated scales were completed by adolescent girls aged 12 to 17 at baseline in two provinces in South Africa in 2011, with a 99% one‐year follow‐up in 2012 (n = 1498). Sampling included every household in randomly selected census enumeration areas of four deprived health districts. Confirmatory factor analysis was employed to identify measurement models and a structural equation model was developed to test pathways of risk and protection. Results: Internalizing and externalizing mental health distress fully mediated the positive relationship between ACEs at baseline and HIV risk behaviour at follow‐up among adolescent girls. Internalizing mental health distress was associated with increased sexual risk at follow‐up via higher externalizing problems. Free schooling provision at baseline and follow‐up eliminated the pathway from internalizing to externalizing mental health distress by moderating the pathway between ACEs and internalizing mental health distress. It also weakened the pathway from externalizing mental health distress to HIV risk behaviour at follow‐up through a direct negative effect on externalizing mental health distress. Conclusions: Reducing ACEs and adolescent mental health distress is essential for reducing HIV risk behaviour among girls in South Africa. Free schooling provision may be an important tool for reducing these problems and mitigating negative pathways to HIV risk among vulnerable adolescent girls. [ABSTRACT FROM AUTHOR]

The article reports on the decision of the government to introduce free education in the country which will be difficult to sustain since free schooling is too expensive for Somaliland.

Reports on the struggle of Burundi's primary schools to cope with an increase in the number of students after fees were eliminated. Logistical problems facing teachers and administrators of Burundi's primary schools; President Pierre Nkurunziza's declaration of free primary education during his tenure; Projected number of school children who might enroll in the first year of free primary education.