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This policy brief analyzes evidence relating to the implementation and effects of the supplemental education services (SES) provision of the No Child Left Behind Act of 2001. The SES provision requires school districts to pay the cost of third-party, after-school tutoring services for eligible students. Four areas of analysis in this brief are: Student eligibility and participation in SES; Services provided by SES firms; State and district implementation; and Impact on student achievement. The data and analyses presented here highlight limitations in the current law and implementation of SES: low participation rates; limited services available for English Language Learners and special education students; and, state and district capacity to implement the law and monitor program quality. Even with improvement in such areas, however, it is unclear how SES might affect academic achievement, because existing research leaves many questions unanswered. Similarly, existing research offers little information about specific conditions that support positive outcomes. To make well-informed decisions in the future, policymakers will require additional empirical evidence. Therefore, it is recommended that policymakers do each of the following: Redesign the law to address the core problem of local administrators lacking fiscal resources and expertise to successfully administer SES programs. Commission federally funded, comprehensive evaluations to determine: (a) to what degree SES may affect student achievement, and (b) to what extent at-risk student populations have access to SES services. Investigate the feasibility and desirability of reallocating Title I funds from SES programs to existing successful state and local reform efforts. Examine and reconsider NCLB's apparent tension between the high-stakes accountability imposed on schools and the more limited measures for holding SES providers accountable for their contributions to student achievement.

"Offering the overlooked but essential viewpoint of young people from low-income communities of color and their public schools, Planning Cities with Young People and Schools offers an urgently needed set of best practice recommendations for urban planners to change the status quo and reimagine the future of our cities for and with young people. Working with more than 10,000 students over two decades from the San Francisco Bay Area, to New York, to Tohoku, Japan, this work produces a wealth of insights on issues ranging from environmental planning, housing, transportation, regional planning, and urban education. Part I presents a theory of change for planning more equitable, youth-friendly cities by cultivating intergenerational communities of practice where young people work alongside city planners and adult professionals. Part II explores youth engagement in resilience, housing, and transportation planning through an analysis of literature and international examples of engaging children and youth in city planning. Finally, Part III speaks directly to practitioners, scholars, and students alike, presenting "Six Essentials for Planning Just and Joyful Cities" as necessary precursors to effective city planning with and for our most marginalized, children, youth, and public schools. For academics, policy makers and practitioners, this book raises the importance of education systems and young people as critical to urban planning and the future of our cities"--

The Government of Sweden formulated a strategy in 2017 to digitalize the entire Swedish educational system. The government summarizes this strategy through three focus areas: (i) all parts of the school system shall have equitable digital competence, (ii) all parts of the school system shall have equal access to and usage of digital tools, and (iii) research and follow-up of the possibilities of digitalization shall be conducted. The impetus for the digitalization strategy was that despite the long history of the Swedish school system's digitalization, there existed major differences in access to digital tools between different schools and individual students. Further, differences existed in digital competence between different actors in the school system. The point of departure in this compilation thesis is the 2017 governmental digitalization strategy, with a special focus on discourses of digital tools as compensatory tools and tools for inclusion. The compensatory and inclusive perspectives are conceptualized as the one-school-for-all discourse. Three research questions guide the thesis. These cover discourses at macro (policy), and micro (classroom) levels, and temporal spaces before the enactment and in the implementation processes of the digitalization strategy. Nexus analysis is used as an analytical framework. This draws on a sociocultural perspective and an ethnographically inspired framework. The ethnographic data material that this thesis builds upon comprises of audio and video recordings, fieldnotes, policy documents, student work sheets, and timetables. The classroom data (recordings, fieldnotes, etc.) are from grades 7 and 8 in five secondary schools in one small and one medium-sized municipality in southern Sweden. Here students are 13 and 14 years old. This thesis consists of four studies. The first study contributes with analysis of macro level policy discourses before the enactment of the digitalization strategy. The second study contributes with classroom discourses on digitalization from student interview accounts of the everyday use of digital tools in secondary schools before the enactment of the digitalization strategy. Based on fieldwork data from a secondary school, the third and fourth studies highlight classroom inclusion and marginalization processes. They contribute with classroom discourses in the implementation processes of the digitalization strategy. The discourses highlighted in the thesis relate to the computer room, programming, compensatory tools, hardware that is focused, identity, entertainment, and agency redistribution. The digitalization strategy is temporally demarcated in terms of a before and after of the implementation phase of the digitalization strategy. Students had ubiquitous access to digital tools after the enactment. The thesis highlights that this has both including and excluding consequences. The analysis, in particular of the fieldwork observations, indicates that the ubiquitously present digital tools are used as tools to facilitate learning only to a minor extent. Schools purchase digital tools without always considering how to use them pedagogically. Furthermore, the studies indicate the importance of teachers' continuing education for their mastery of the pedagogical usage of digital tools. The thesis does not support the technology deterministic belief that digital tools per se facilitate learning. Instead, it highlights that pedagogical affordance can be enhanced by introducing digital tools; for instance, teachers and student's digital competence increases when digital tools are used in creative ways, functioning as mediating tools for learning. Thus, the pedagogical value of digital tools needs to be considered before they are incorporated into schools. The thesis also argues for a more comprehensive societal perspective on digitalization.

The profession of social pedagogues (SPs) in Iceland provides services for a diverse group of people, particularly disabled people of all ages within variety of community settings with inclusive and rights-based practices as their primary professional responsibility. Social pedagogues (SPs) in Iceland have been part of the primary school professional community since the 1974 law on compulsory education opened up the schools for disabled children. This article is based on the school part of an ongoing study which focuses on the role, status and professional developmental needs of SPs in Iceland within their diverse work settings in light of the rights-based demands made by the CRPD. The aim of the school part is to explore, describe and interpret the views and understandings of SPs about the social pedagogue as a contributing actor within inclusive primary schools in Iceland. The data is derived from two main sources; the participants provided texts from a half-open questionnaire and focus group interviews. The analysis is performed with the help of the expansive learning theory within the cultural-historical activity theory framework (CHAT). The findings indicate a large mismatch between policy ideals, the SPs' professional human-rights based values and the reality SPs face within inclusive schools. Thus, we argue that it is important to acknowledge and utilise the SPs professional expertise embedded in the human rights approach and their innovative practices as part of transformative expansive learning culture and collective change effort in accordance with Article 24 in the CRPD.

"Lines Were Drawn looks at a group of Mississippi teenagers whose entire high school experience, beginning in 1969, was under federal court-ordered racial integration. Through oral histories and other research, this group memoir considers how the students, despite their markedly different backgrounds, shared a common experience that greatly influences their present interactions and views of the world--sometimes in surprising ways. The book is also an exploration of memory and the ways in which the same event can be remembered in very different ways by the participants. The editors (proud members of Murrah High School's Class of 1973) and more than fifty students and teachers address the reality of forced desegregation in the Deep South from a unique perspective--that of the faculty and students who experienced it and made it work, however briefly. The book tries to capture the few years in which enough people were so willing to do something about racial division that they sacrificed immediate expectations to give integration a true chance. This period recognizes a rare moment when the political will almost caught up with the determination of the federal courts to finally do something about race. Because of that collision of circumstances, southerners of both races assembled in the public schools and made integration work by coming together, and this book seeks to capture those experiences for subsequent generations"--

This article uses the framework of "traditions of thought" and "dilemmas" to problematize and revise the English School's Expansion Narrative of international relations history in the crucial nineteenth century, when the forms and practices of "European international society" expanded to dominate the world's international relations. An exercise in historicizing and contextualizing the broader liberal tradition of international thought brings into focus a period of liberal ideas and policies in the first-half of the nineteenth century, before Expansion and the New Imperialism, and a particular "free trade" liberal order project adopted by Britain in the years 1830–1865 in particular. This brings a different perspective to the ES historical narrative of expansion of the European international society into a "global international society." The article contextualizes ideas in the nineteenth century liberal tradition by highlighting a British global "unipolar moment" and the order project that accompanied it. It discusses the "dilemmas" that prompted the closing of that era and a shift in British thought and policy during the 1860s. These laid the foundation for the Expansion the English School focuses on after 1870, but also constitute a previous experiment in the engagement of the West with the Rest, with different potentialities, before the final onslaught of global-scale conquest.

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Background: As an answer to a discourse on a Swedish school in crisis a large edu-political apparatus has been implemented. Arguments on e.g. decreasing results, segregation, and equal opportunities has reinforced a number of actors to enter the educational field – actors here called "edu-preneurs" (Rönnberg, 2017). The actors offer a multitude of products and services and essential parts of everyday schooling thus become outsourced on external actors using education as an arena to reach the core of the society – the children. This process, nurtured by political reforms such as the possibility to profit on public funds (Jober, submitted) has "re-calibrated" the Swedish school – from a government-dominated and unified educational system to an unruly free market (Ball, 2009; Hamilton, 2011). This market and its edu-preneurs will be investigated in the project 'Education Inc.', funded by the Swedish Research Council (Ideland, Axelsson, Jobér & Serder, 2016). The project aims to study how private actors and logics change the conditions for what counts as good education. Three forms of commodification of education, outlined by Molnar (2006), will be studied: (1) actors selling to schools; (2) actors selling in schools; and (3) actors buying for schools. In order to create a baseline for the Education Inc. project this paper describes one the first sub studies. This sub study aims to scrutinise foremost actors selling toschool when presenting themselves and engage with the school community at a school fair. Research Questions: The overarching aims of the Education Inc. project is to study under what conditions, in what forms and with which consequences 'edu-preneurial' actors engage in Swedish schools. This particular sub study focus on with what objectives do edu-preneurial companies, NGOs and their employees engage in Swedish school. Objectives: The aim of this sub study is to conceptualise and analyse processes on how good intentions and altruistic objectives are used as arguments to justify actors' place in education. An earlier pre-study (Jobér, submitted) showed that tutoring companies, actors in the educational market, used arguments regarding children with special needs to justify their presence and actions. This pre-study raised a number of questions: Will the companies, whatever good intentions, overlook profit? Are arguments regarding children with special needs used as a lever for businesses to survive and profit rather than to help? Similar has been showed elsewhere (Dovemark & Erixon Arreman, 2017), therefore we claim there is a risk that actors in the educational market will not consider all children as profitable enough. There is therefore a need to scrutinize if money spent (through public funds) will increase profits and exclusion rather than to support inclusion, and in addition, if students with low exchange value fit into a neoliberal market. Theoretical framework: We argue that processes in Sweden, which is a traditionally strong and well-trusted welfare state, have become entangled with neoliberal rationalities (see e.g. Dahlstedt, 2009) and that ways of imagine and practice schooling today are shaped by neoliberal logics (Rizvi & Lingard, 2010). The neoliberal state has opened up for a commodification of education (Steiner-Khamsi, 2016) and educational reforms become a way to make up a specific kind of subjectivity (Ong, 2007). The marketization of education is thus not only about earning money, but also about making up meanings and practices of schooling and a certain kind of ideal citizen (Olmedo, Bailey & Ball 2013). This is what Ong (2007) conceptualizes as a neoliberalism which concerns how possible and desirable subjectivities are produced. The questions are what kind of objectives the actors put forward and how this correspond with what kind of desirable subjects that are produced in this neoliberal logic. Method: The sub study presented here will take a closer look at the actors selling to school when they attend a large school fair, SETT, which will take place in Sweden in April. In a pre-study to the larger 'Education Inc.' project this kind of educational 'trade fairs' has been identified as one of the spaces where policy becomes translated and turned into business ideas (Ideland et al, 2006). Observations will take place at this fair by four researchers. The observations will be written down using an observation scheme. The observations will also include photographs of the showcases and the messages that can be found there. In addition the research team will gather advertisement such as flyers and follow ongoing twitter flows. These data will be reflected on within the research group and finally analysed employing an analytical framework developed from the work by Callon (1986, used by, e.g., Hamilton 2011). The aim with this analysis is to more carefully explore how a problem is articulated through the actors and their relationships i.e. the problematisation moment in Callons work (1986). Callon proposes that translation of actions and actors analytically can be studied as four different moments: Problematization, Interessement, Enrolment, and Mobilization. It is the first step, the problematization moment and how a problem is articulated through the actors and their relationship that is in focus here. The problematization is the moment when actors (such as those the selling to schools at the school fair) or clusters of actors articulate a problem. It often involves a focus on a particular goal or a problem to be solved where the actors locate themselves as gatekeepers and problem solvers. Within the problematisation moment, the analysis can show what problems actors enhance (for example, in schools or in society), how do they want to solve these problems, and the argument that makes them indispensable to the problem and action. With this framework we can thus scrutinise with what kind of intentions and objectives these actors engage in Swedish school. Expected Outcomes: The hypothesis is that the observations conducted at this school fair and its following analyses will give insights in with what objectives and intention edu-preneurial companies, NGOs and their employees engage in Swedish school. Building on a pre-study (Jobér, submitted) and earlier research (e.g. Dovemark & Erixon Arreman) the hypothesis is also that the actors will bring forward a number of altruistic arguments. These might regard supporting the society to decrease widening socioeconomic gaps, including children with special needs, opening possibilities to equal opportunities for all, and reaching out to students living in rural areas of Sweden. However, as shown in above earlier studies, these are complicated arguments, given for example that a number of initiatives in the educational market, such as private tutoring, is not used at all by those with low incomes (Björkman, 2014, 21 November). There are reasons to believe that the expected outcomes from this pre-study not only will show what kind of altruistic objectives the actors use to justify their presence but also bring forward initial data that in forthcoming studies can be used to identify if the actors in educational market desire profits rather than inclusion and equal opportunities for all. References: Ball, S. (2009). 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Unruly Practices: What a sociology of translations can offer to educational policy analysis. Educational Philosophy and Theory, 43(1), 55–75. Ideland, M., Axelsson, T., Jobér, A. & Serder, M. (2016) Helping hands? Exploring school's external actor-networks. Paper accepted for ECER, Dublin, August 2016. Jobér, A. (submitted). How to become Indispensable: Tutoring Businesses in the Education Landscape. Submitted to Special Issue of Discourse titled Politics by Other Means: STS and Research in Education. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. Oxford: Oxford University Press. Molnar, A. (2006). The Commercial Transformation of Public Education, Journal of Education Policy, 21(5), 621-640. Olmedo, A., Bailey, P. L., and Ball, S. J. (2013). To Infinity and Beyond…: heterarchical governance, the Teach For All network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512. Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32(1), 3-8. Rizvi, F. & Lingard, B. (2010). Globalizing education policy. London: Routledge. Rönnberg, L. (2017). From national policy-making to global edu-business: Swedish edupreneurs on the move. Journal of Education Policy, 32(2), 234–249. Steiner-Khamsi, G. (2016). Standards are good (for) business: standardised comparison and the private sector in education. Globalisation, Societies and Education 14(2).