Nevbahar Ertas

University of Alabama at Birmingham
Department of Political Science and Public Administration

1401 University Blvd.
HHB 406
Birmingham, AL
US
35233
nevbahar@uab.edu |  Visit Personal Website


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Citation:
Ertas, Nevbahar. & Roch, Christine. H.. 2012. Charters schools, equity, and student enrollments: the role of for-profit educational management organizations. Education and Urban Society 46(5), 548-579.
Abstract: For-profit educational management organizations (EMOs) are a growing phenomenon in public education, and they are an integral part of charter school reform in many states. Research suggests that charter schools operated by for-profit entities may take a more entrepreneurial approach when expanding their operations and thus may be more inclined to serve less disadvantaged and less costly students. In this article, we examine empirically whether charter schools are less likely to serve disadvantaged students by comparing the distribution of students across traditional public schools, nonprofit charter schools, and those managed by private companies. We base our analysis on data from the National Center of Education Statistics’ (NCES) Common Core Data (CCD), and we combine this data with information on the types of management organizations operating charter schools. Our results suggest that charter schools managed by EMOs draw students differently to their schools than those charter schools not managed by EMOs. They seem to seek out more Black students but are also focused on selecting fewer poor students than we see among regular public schools. When examining differences in the size of EMOs, we find that these effects appear most likely to occur among schools operated by large-sized EMOs.
URL: http://journals.sagepub.com/doi/abs/10.1177/2158244013494207
Citation:
Ertas, Nevbahar. 2015. "Policy narratives and public opinion concerning charter schools". Politics & Policy 43 (3), 426–451.
Abstract: According to the Narrative Policy Framework (NPF) approach, anecdotes about policy can be used to clarify whether and how policy narratives impact individual public opinion, which in turn shapes aggregate public opinion. This study focuses on the effect of narratives in shaping opinions regarding charter schools, one of the most controversial policy alternatives in the school-choice debate. This policy lends itself well to being examined using an NPF approach, since both the supporters and skeptics use strong and distinct narratives to present their case and to advocate for their cause. To examine whether different policy narratives on charter schools influence individuals  opinions and attitudes and preferred policy outcome, a quasiexperimental design is used to compare baseline and follow-up opinion data for individuals who read policy narratives reflecting different positions. The results indicate that policy narratives influence public opinion, and that congruence and issue familiarity matter in the nature of the change.

Substantive Focus:
Education Policy PRIMARY
Governance SECONDARY

Theoretical Focus:
Policy Analysis and Evaluation PRIMARY
Public Opinion SECONDARY

Keywords

EDUCATION POLICY CHARTER SCHOOLS NARRATIVE POLICY FRAMEWORK NPF