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Deepening disaffection with conventional public schools has inspired flight to private schools, home schooling, and new alternatives, such as charter schools. Barely a decade old, the charter school movement has attracted a colorful band of supporters, from presidential candidates, to ethnic activists, to the religious Right. At present there are about 1,700 charter schools, with total enrollment estimated to reach one million early in the century. Yet, until now, little has been known about the inner workings of these small, inventive schools that rely on public money but are largely independent of local school boards. Inside Charter Schools takes readers into six strikingly different schools, from an evangelical home-schooling charter in California to a back-to-basics charter in a black neighborhood in Lansing, Michigan. With a keen eye for human aspirations and dilemmas, the authors provide incisive analysis of the challenges and problems facing this young movement. Do charter schools really spur innovation, or do they simply exacerbate tribal forms of American pluralism? Inside Charter Schools provides shrewd and illuminating studies of the struggles and achievements of these new schools, and offers practical lessons for educators, scholars, policymakers, and parents.

Charter schools --- Schools --- Education and state --- Public institutions --- Education --- Decentralization

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One of the most seductive topics in recent years is the field of social capital - the webs of trust, mutual obligation, and cultural knowledge that flow through local information - that yield resources in human-scale associations of individuals. When we ask about the implications for children's learning and performance in the school institution, however, the construct quickly becomes slippery to hold. The 2001 volume provides five papers that offer empirical evidence on the nature and life of social capital across diverse ethnic groups and cultural settings. These fresh studies delve into the resources embedded in Latino and Asian-American peer groups, how immigrant parents' networks and norms variably push their children to achieve in school, and how teenagers' involvement in ethnic-rooted churches contribute social capital. The volume includes three commentaries, authored by David Baker, Patricia Fernandez-Kelly, and Raymond Wong, and a review chapter by the editors.

#SBIB:316.334.1O340 --- Onderwijs en sociale verandering, onderwijs en samenleving --- Educational sociology --- Social capital (Sociology). --- Social capital (Sociology) --- Capital, Social (Sociology) --- Sociology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Education --- Aims and objectives

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Educational change --- Education and state --- Education --- Congresses --- Finance

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Education --- -Education, Elementary --- -Children --- Elementary education --- Primary education (Great Britain) --- School children --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Statistics --- Education (Elementary) --- -Statistics --- Education, Elementary

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Young children in poor communities are spending more hours in non-parental care due to policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet we know little about the effects of center care typically available in poor communities or the effects of home-based care. Using a sample of children age 12 to 42 months when their mothers entered welfare-to-work programs, this paper finds positive cognitive effects for children in center care. Children also display stronger cognitive growth when caregivers are more sensitive and responsive, and stronger social development when providers have education beyond high school. Children in family child care homes show more behavioral problems but no cognitive differences.