Christopher Lubienski
--Sir Walter Murdoch Adjunct Professor, Murdoch University, Australia
--Fellow, National Education Policy Center
--Co-Leader, K-12 Working Group, Scholars Strategy Network
Previous:
--Fulbright Senior Scholar, New Zealand
--Associate Editor, American Educational Research Journal
--Post-Doctoral Fellow, National Academy of Education
--Post-Doctoral Fellow, Advanced Studies Program, Brown University
Phone: 217-333-4382
--Fellow, National Education Policy Center
--Co-Leader, K-12 Working Group, Scholars Strategy Network
Previous:
--Fulbright Senior Scholar, New Zealand
--Associate Editor, American Educational Research Journal
--Post-Doctoral Fellow, National Academy of Education
--Post-Doctoral Fellow, Advanced Studies Program, Brown University
Phone: 217-333-4382
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Books by Christopher Lubienski
Diane Ravitch, author of Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools
“This important book provides clear evidence that the ‘free-market model’ of schooling does not match the hype of the privatization movement. It demonstrates that public education is a valuable and successful institution. It must be protected and strengthened, not privatized.”
David Berliner, author of Collateral Damage: How High-Stakes Testing Corrupts America’s Schools
“The Public School Advantage is a complete and thorough analysis of America’s many different kinds of schools—secular, charter, and public—and should end the arguments about which kind is better. Chris and Sarah Lubienski provide both the data and the clear explanations needed to understand the many false claims made about the superiority of schools that are not public. The result is a ringing endorsement of public school achievement.”
William F. Tate, past president of the American Educational Research Assocation
“In The Public School Advantage, Christopher and Sarah Lubienski present studies that challenge assumptions of the market-based argument for education and provide a cogent analytical comparison that evaluates public versus private elementary school performance. While questions remain, they provide an important contribution to a timely topic. This book provides empirically based insight about the school choice debate and is worthy of our attention.” "
Papers by Christopher Lubienski
Diane Ravitch, author of Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools
“This important book provides clear evidence that the ‘free-market model’ of schooling does not match the hype of the privatization movement. It demonstrates that public education is a valuable and successful institution. It must be protected and strengthened, not privatized.”
David Berliner, author of Collateral Damage: How High-Stakes Testing Corrupts America’s Schools
“The Public School Advantage is a complete and thorough analysis of America’s many different kinds of schools—secular, charter, and public—and should end the arguments about which kind is better. Chris and Sarah Lubienski provide both the data and the clear explanations needed to understand the many false claims made about the superiority of schools that are not public. The result is a ringing endorsement of public school achievement.”
William F. Tate, past president of the American Educational Research Assocation
“In The Public School Advantage, Christopher and Sarah Lubienski present studies that challenge assumptions of the market-based argument for education and provide a cogent analytical comparison that evaluates public versus private elementary school performance. While questions remain, they provide an important contribution to a timely topic. This book provides empirically based insight about the school choice debate and is worthy of our attention.” "
Read More at http://nepc.colorado.edu/thinktank/review-texas-economy-school-choice
education industry (GEI), which represents new forms of private, for
profit involvement in education across the globe. The paper explores
the emergence within the GEI of new and varied, largely transnational,
markets in education by focusing on three examples of the GEI at work.
The first example addresses the issue of Charter Schools, what they have
come to represent, how they have been implemented, and, especially,
the impact they have had on public schooling more broadly. While they
have taken different forms in different places, they have succeeded in
installing the idea of quasi-markets in education, which has been
directly instrumental in opening up opportunities for private investment
in education. The second example concerns the ways that the
increasingly global standardisation of education policies, provision and
practices, presents lucrative opportunities for investment and profit. The
forms and consequences of such standardisation are described in the
contrasting cases of Qatar, Mongolia and Indonesia. The third example
concerns low-fee private schools in the Global South. Far from such
schools being seen as local initiatives, the paper shows how they have
become a major opportunity for profitable investment by international
corporations.
“governance” in education policymaking, broadening the analytical scope for scholars to understand patterns of power and influence. However, the scholarly quest to map these actors and networks often neglects the political contexts in which these networks operate. We have found,
however, from our multiyear (2011–2014), cross-case study of research use in education policymaking that analysis of the political and policy landscape is critical for developing a useful theoretical understanding of how these networks are formed, structured, and operate, and how evidence on educational policies is produced, promoted, and utilized within and across networks.
distribution of equitable access to schooling following the school closure
policy pursued by the Chicago Public Schools in 2013. By examining access
in terms of proximity between students and schools, the study estimates
the changes in accessibility before and after school closings. The change in
accessibility is compared with density maps constructed around a number
of variables, including population aged 5 through 14 by race and ethnicity,
proportion of families with children younger than 18 years old below the
poverty level, and crime incidence during the previous 12 months. The
overall results suggest that school closing may cause sociogeographic
inequality in access to education.
In R. A. Fox & N. K. Buchanan (Eds.), School Choice: A Handbook for Researchers, Practitioners, Policy-Makers and Journalists. Oxford: Wiley-Blackwell.