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dc.creatorDeJarnatt, Susan L.
dc.date.accessioned2021-06-22T20:23:10Z
dc.date.available2021-06-22T20:23:10Z
dc.date.issued2004
dc.identifier.citationSusan L. DeJarnatt, The Philadelphia Story: The Rhetoric of School Reform, 72 UMKC L. Rev. 949 (2004).
dc.identifier.urihttp://hdl.handle.net/20.500.12613/6644
dc.description.abstractThe words empower, accountability, and failure permeate the debate over public education, in the media, in political statements, and in the language of legal authority. This article examines how those words were used in the particular experience of Philadelphia, often described as the largest school reform effort in the history of public education. In 2001 and 2002, Philadelphia became a key battleground for the debate on education as the public school system was taken over by the state government and the governor proposed privatizing the entire school district. The arguments for privatization focused on the claimed failure of the schools and asserted that private management would provide accountability. The article examines the contrast between the reality and the rhetoric animating the debate. It analyzes the use of high-stakes testing as the sole determinant of failure; the likely effect of private management on the levels of accountability, particularly in light of the Philadelphia system's experience to date with the relative lack of accountability of charter schools, and evaluates the claims that privatization would empower parents. It concludes that the rhetoric of reform was used to try to individualize education with the goal of marketizing schooling to the detriment of more democratic reform ideas.
dc.format.extent62 pages
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofFaculty/ Researcher Works
dc.relation.haspartUMKC Law Review, Vol. 72
dc.relation.isreferencedbyUniversity of Missouri-Kansas City School of Law
dc.rightsAll Rights Reserved
dc.subjectPublic education reform
dc.subjectSchool reform
dc.titleThe Philadelphia Story: The Rhetoric of School Reform
dc.typeText
dc.type.genreJournal article
dc.relation.doihttp://dx.doi.org/10.34944/dspace/6626
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.schoolcollegeTemple University. James E. Beasley School of Law
dc.temple.creatorDeJarnatt, Susan L.
refterms.dateFOA2021-06-22T20:23:10Z


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