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Vouchers and special education

By JohnL on Nov. 9, 2007.

A news story from the Salt Lake (UT, US)Tribune that ran prior to the defeat of the Utah initiative to implement a system of vouchers for K-12 education mentioned concern about private schools refusing to accept students with disabilities.

One thing Utah vouchers foes fear is that private schools will refuse to take expensive special education students, leaving them in public schools with less money to educate them.

This got me thinking (often a dangerous process): What do we really know about implementation of voucher systems? Do schools operating under voucher policies dis- or mis-serve students with disabilities? I searched quickly and found an article by Susan Etscheidt, but little more (abstract appended).

Do any ‘pros know of unpublished studies about this matter?

Etscheidt, S. (2005). Vouchers and students with disabilities: A multidimensional analysis. Journal of Disability Policy Studies, 16, 156-168.

School choice initiatives such as open enrollment, magnet schools, charter schools, and voucher plans have been offered as methods of school reform. A publicly funded voucher plan in Florida targeting students with disabilities was considered as a possible model for the reauthorization of the Individuals with Disabilities Education Act. Although the model was not adopted in the reauthorized law, the potential impact of such voucher plans must be examined. The empirical evidence regarding the impact of vouchers on parent choice, student achievement, and fiscal school management is inconclusive and incomplete. Further, the impact of voucher plans on educational programs for students with disabilities has not been thoroughly studied. Such an examination requires a multiparadigmatic analysis of legal, economic, academic, sociological, and political dimensions.

Link to the Tribune article.

Brooklyn College Job Postings

By MaryannM on Nov. 9, 2007.

BROOKLYN COLLEGE SCHOOL OF EDUCATIONFOUR TENURE-TRACK FACULTY POSITIONS 2007-2008 

Brooklyn College is widely regarded as one of the best public urban colleges in the United States.  As one of the eleven senior colleges of the City University of New York (CUNY), Brooklyn College shares the mission of providing access and academic excellence to students.  Strong academic programs, affordable tuition, a welcoming student body, and a beautiful campus combine to attract students to the College. The School of Education is a vibrant academic unit comprising approximately 45 diverse full-time faculty and more than 100 part-time faculty.  Recently accredited by the National Council for Teacher Accreditation (NCATE), the School of Education provides a lively environment for scholarship and for working with students.  Faculty members engage in research directly relevant to program curricula through public schools and community-based organizations in the borough of Brooklyn and beyond.   Our teacher candidates are well prepared to meet the rigorous demands of their profession.  For example, candidates pursue content knowledge largely through department-based courses jointly selected by School of Education and liberal arts and sciences faculty.  In addition, the Brooklyn College core curriculum required for all undergraduates is recognized as a modal for liberal arts education.  Multiple and early field experiences enable teacher candidates to acquire the knowledge and ability to teach the content of their discipline and to develop the requisite pedagogical knowledge and professional skills to have an impact on student learning. Special Education

Teach graduate level courses, supervise in-service and pre-service candidates in urban schools, maintain an active research agenda and share in mentoring and administrative duties.  Work experience in urban settings and expertise in at least one of the following areas:  cross-cultural competence, first and second language acquisition, technology, high incidence disabilities and inclusion.

 Early Childhood (2 positions)Involvement in the development of a growing dynamic Early Childhood program. Teach undergraduate and graduate courses, research, student advisement and collaboration with early childhood programs and agencies including the Lincoln Center Institute. Doctorate required with expertise and teaching experience in early childhood education. Experience in bilingual and/or special education a plus. School Psychology

School Psychologist with permanent certification or be certification eligible, possess a doctorate in school psychology or closely related area, and have experience working with children in urban schools to teach and advise students in the graduate program.  Expertise and/or research interest in cognitive, behavioral, and academic interventions for school-age students as well as prevention and intervention work with students and families. 

  PLEASE SEND CURRICULUM VITAE, THREE LETTERS OF RECOMMENDATION, A PORTFOLIO AND A WRITING SAMPLE OR RESEARCH PLAN(S) TO:  Michael T. HewittAssistant Vice President forHuman Resource ServicesBrooklyn College2900 Bedford Avenue

Brooklyn, NY  11210-2889

For additional details, please see  http://depthome.brooklyn.cuny.edu/schooled/

College of Charleston, SC — Asst. Professor

By skinnerm on Nov. 9, 2007.

The Department of Educational Foundations, Secondary, and Special Education at the College of Charleston is seeking applicants for a tenure-track position in special education at the level of Assistant Professor to begin August 16, 2008.  Qualifications include a doctorate in special education or a related field, a minimum of three years of public school teaching experience, and eligibility for certification. ABD with dissertations nearing completion will be considered.

The successful candidate for this position will have training, experience, and evidence of research with students with mild to moderate disabilities. Expertise in the area of students with emotional/behavioral disabilities is desirable.

In addition to teaching responsibilities, this position requires field supervision; student advising; supervision of capstone activities; research and publication; and service to the College, community, and profession.

The College of Charleston is a state supported liberal arts institution with an enrollment of approximately 11,500 students, offering NCATE accredited undergraduate and graduate (M.A.T.) teacher education programs in early childhood, elementary, secondary, and special education (MR (IDD), ED/BD, and LD). The College is located in the heart of historic Charleston, South Carolina, very near beaches of the Atlantic Ocean with associated water/shore recreational opportunities. The College of Charleston is an equal opportunity, affirmative action employer.  To learn more about the College, visit our web site at:  www.cofc.edu

To apply, submit a letter of application, current curriculum vitae, graduate transcripts, and three current letters of reference to Dr. Michael Skinner, Chair, Search Committee, School of Education, Health, and Human Performance, 86 Wentworth Street, College of Charleston, SC, 29401.  Review of candidates will continue until the position is filled.

Special education programs at the College of Charleston are nationally recognized and accredited by CEC. Additional program information can be found at:
http://www.cofc.edu/schoolofeducation/EDFS/
For questions about this position, contact Dr. Michael Skinner at skinnerm@cofc.edu .