1. The Organizational Structures of Schooling in the U.S.
Chapter 7

2. Organizational Structures
The ways in which educators and state and local boards of education determine what types of schools, classrooms, and options for grouping students will optimize learning for the students in their state and district

3. The most important consideration is5
Class size
Homogenous groups
Heterogeneous groups
Single age groups

4. Organizing the school year
Historically, major vacations based on Christian holidays
Agricultural calendar
Year-Round schools

5. Organizing a District Neighborhood schools…positives and negatives
Magnet schools…built around a theme, response to segregation
Centric schools…shifting the lens

6. I think Afrocentric schools, Native American centered schools are5
A good idea mostly
A bad idea mostly

7. I think schools for gay and lesbian youth are5
Mostly a good idea
Mostly a bad idea

8. I wish I would have gone to5
A two-way bilingual school
A total language immersion school
The kind of school I actually went to

9. Charter schools
Allows for the creation of new public schools or the conversion of existing ones
Stipulates that schools be nonsectarian and prohibits admissions testing
Must be responsible for improved student achievement
Waives most state rules and regulations in exchange for explicit responsibility
Permits several public bodies to begin one
Permits selection rather than being assigned
Requires that funding follows the students

10. It makes most sense to group elementary students by5
Age
Ability
Sex
interest

11. Grouping students Kindergarten and Pre-kindergarten
Head start…at or below the poverty line
Montessori method…highly individualized
Reggio Emilia…children are paramount and not hurried

12. Age grouping
Elementary schools…were traditionally K-8, primary schools through grade 3, now often K-5 or K-6
Middle school vs. Junior High
High School
Ungraded schools

13. Organizational patterns within the school
Team teaching
Looping
Multi-age grouping
House or Team Approach