Harvard Educational Review
  1. Fall 2020 Issue »

    “We Are the Forgotten of the Forgottens”

    The Effects of Charter School Reform on Public School Teachers

    Erika M. Kitzmiller
    In this article, Erika Kitzmiller analyzes the reactions of teachers to district officials’ decision to close their traditionally managed public school and reopen it as a privately managed charter school. While many scholars have examined the impact of this reform on communities, families, and youth, little attention has been paid to the effects of charter school reform on the public school teachers who worked in these schools. Here Kitzmiller considers one of the key but largely overlooked stakeholders in charter school reform: public school teachers.

    Click here to access this article.
    Erika M. Kitzmiller (https://orcid.org/0000-0003-3112-0518) is a term assistant professor of education at Barnard College, Columbia University, where she teaches courses in education foundation, social inequality, and education policy. A historian of inequality and education, she has published her work in the Hechinger Report, Radical Teacher, and Teachers College Record. Her first book, The Roots of Educational Inequality, which examines the history of education inequality in Philadelphia and Germantown High School, is forthcoming from the University of Pennsylvania Press. Kitzmiller’s scholarship has been funded by Harvard University’s Hutchins Center, the National Science Foundation, the Russell Sage Foundation, and the Spencer Foundation.
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    Fall 2020 Issue

    Abstracts

    The Learning of Teaching
    A Portrait Composed of Teacher Voices
    Irene A. Liefshitz

    Book Notes

    Why Trust Science?
    Naomi Oreskes

    International Aid to Education
    Francine Menashy

    Youth and the National Narrative
    Marie Lall and Tania Saeed

    How the Other Half Learns
    Robert Pondiscio

    Making Up Our Mind
    Sigal Ben-Porath and Michael Johanek

    Suddenly Diverse
    Erica O. Turner