The Christian Day School Movement

Carper, James C.

doi:10.1080/00131728309335955

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…In the 1970s and '~O S , these Christian schools were occasionally embroiled in legal battles over the extent to which religious educational institutions must abide by rules and regulations applied to public schools (Carper 1983;1985;. In the mid-199Os, enrollment in these schools had topped one million.…”

Section: Diversity Redivivusmentioning

confidence: 99%

The Changing Landscape of U.S. Education

Carper¹

2001

Kappa Delta Pi Record

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Section: Diversity Redivivusmentioning

confidence: 99%

The Changing Landscape of U.S. Education

Carper¹

2001

Kappa Delta Pi Record

Self Cite

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“…Voucher schemes generally provide students with publicly funded tuition certificates that may be redeemed at participating public and private schools, including both sectarian and nonsectarian private schools (Forman, 2007b). During the beginning of the 20th century, Catholic parents primarily advocated voucher schemes in response to battles with Protestants over whose religion and values would be taught in public schools (Carper, 1983). However, proponents of voucher schemes have more recently argued that increased competition for students would incentivize public and private schools to employ resources more efficiently, improve student achievement, and reduce conflicts by allowing parents to choose schools that best match their preferences (Chubb & Moe, 1990;Hoxby, 2000).…”

Section: Judicial Consideration Of Educational Policies Substantivelymentioning

confidence: 99%

Court-Driven Reform and Equal Educational Opportunity: Centralization, Decentralization, and the Shifting Judicial Role

Superfine

2010

Review of Educational Research

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Judicial decisions focusing on equal educational opportunity involve significant issues of educational governance and often involve explicit questions about the extent to which authority to make educational decisions should be centralized or decentralized across various institutions and entities. This review aims at clarifying scholars’ understanding of court-driven reform of educational governance to leverage equal educational opportunities across the major fields of school desegregation, school finance reform, and school choice. Issues of centralization and decentralization have particularly emerged in courts’ approaches to these fields with respect to both the judicial process and the substance of the policies themselves. An examination of these issues reveals a movement toward the decentralization of authority away from the courts that, at times, has reflected a growing judicial awareness of the courts’ strengths and weaknesses. Based on this examination, a more effective role for the courts in reforms aimed at promoting equal educational opportunity is considered.

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“…By the early twentieth century, most Prot estants no longer sponsored religious schools. 269 years, enrollment in segregation academies increased ten-fold, and the number of schools grew by nearly two hundred.281 Although some were affiliated with churches, most were secular and located in rural areas where total resistance to any integration held sway. 282 By the late 1960s, both the rural and the urban South faced immi nent desegregation.…”

Section: A Th E Supreme Court and Christian Academiesmentioning

confidence: 99%

A Political History of the Establishment Clause

Jeffries¹,

Ryan²

2001

Michigan Law Review

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Tilton v. Richardson was "pervasively sectarian"). Reliance on this factor can be seen, for example, in Bowen v. Kendrick, 487 U.S. 589, 610 (1988) (explaining that a factor in determining whether aid has the impermissible effect of advancing religion is "whether, and to what extent, the statute directs government aid to pervasively sectarian institutions"); Aguilar v. Fe lton, 473 U.S. 402, 412 (1985) (strik ing down a program because aid was provided "in a pervasively sectarian environment"); and Lemon v. Kurtzman, 403 U.S. 602, 636-37 (1971) ("A school which operates to commin gle religion with other instruction plainly cannot completely secularize its instruction. Paro chial schools, in large measure, do not accept the assumption that secular subjects should be unrelated to religious teaching."). 4. Mitchell, 530 U.S. at 828. 5. Id. 279 21. "Imagine the past" comes from Sir Lewis Namier by way of Alexander Bickel. See LEWIS B. NAMIER, CONFLICTS: STUDIES IN CONTEMPORARY HISTORY 69-70 (1942) ("[W]hen discoursing or writing about history, [people] imagine it in terms of their own ex perience, and when trying to gauge the future they cite supposed analogies from the past: till, by double process of repetition, they imagine the past and remember the future."); see also

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The Christian Day School Movement

Cited by 14 publications

References 2 publications

The Changing Landscape of U.S. Education

The Changing Landscape of U.S. Education

Court-Driven Reform and Equal Educational Opportunity: Centralization, Decentralization, and the Shifting Judicial Role

A Political History of the Establishment Clause

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