The Milton Hershey School is the richest and wealthiest K-12 residential school in the world. Its $12 billion trust fund, financed by sales of the iconic Hershey candy, eclipse that of Cornell, Dartmouth, and Johns Hopkins combined. Even more stunning is that the school for orphans owns The Hershey Company and not the other way around. As the twentieth-century drew to a close, the School's Board of Managers creatively interpreted the Founder's mission and tried to turn the refuge for extremely needy children into more of a middle-class boarding school. The alumni "Homeguys" challenged the Board and, after a decade of legal struggle and national publicity, won the battle to reclaim the soul of the school. Johnny O'Brien, an orphan who lived at the school growing up, helped to lead the successful alumni protest. In a shocking turn of events, he was then selected to become Milton Hershey School's eighth president and tasked with restoring the mission, morale, and character-building culture of "the Home." He would need all his orphan resilience, Princeton and Johns Hopkins wisdom, and his good friends, to transform this unusual and remarkable school. In a riveting and haunting account, O'Brien tells a universal story about the vulnerability of needy children, describes the madness that consumed his beloved brother, explores the cruelty of bullies-both young and old, exposes the corrupting influence of money, and shows how the Milton Hershey School continues its sacred mission of saving thousands of America's neediest children. See the website for the book at semisweetbook.com.

Secondary school graduates of the late 1980s and early 1990s have found themselves coping with economic insecurity, social change, and workplace restructuring. Drawing on studies that have recorded the lives of young people in two countries for over fifteen years, The Making of a Generation offers unique insight into the hopes, dreams, and trajectories of a generation. Although children born in the 1970s were more educated than ever before, as adults they entered new labour markets that were de-regulated and precarious. Lesley Andres and Johanna Wyn discuss the consequences of education and labour policies in Canada and Australia, emphasizing their long-term impacts on health, well-being, and family formation. They conclude that these young adults bore the brunt of policies designed to bring about rapid changes in the nature of work. Despite their modest hopes and aspirations for security, those born in the 1970s became a vanguard generation as they negotiated the significant social and economic transformations of the 1990s.

Private schools are central to the reproduction of social inequality. For example, whilst in the UK providing only about seven per cent of the school population, about half of the undergraduates at Oxford and Cambridge still come from the private sector. Private schools have long been associated with privilege and elitism. While this traditional elitist aspect to the private sector is still central, the private school sector is actually far more diverse that is usually acknowledged. It now includes many small schools and faith-based schools that may not offer the traditional advantages of the private sector but which provide a particular environment deemed desirable by parents. In spite of their educational and social importance, there has been very little academic research and writing on private schools. The proposed book will be the culmination of Professor Walford's research into private schools over the past twenty years.

Professor Terence CopleyAEs new biography of Thomas Arnold combines a study of his life with an examination of ArnoldAEs influence as an educator, a theologian and a churchman. Arnold was only a Victorian for five years (he died in 1842) but he has been remembered as a major figure of the age, not least because Lytton Strachey chose him as one of his objects of ridicule and pillory in Eminent Victorians (1918).He stands as a monument to the development of the 19th-century public school system whose influence spread far beyond BritainAEs upper-class. Arnold was the celebrated headmaster of Rugby School and HughesAEs Tom BrownAEs Schooldays (1857) fixed him in the public imagination.Copley assesses both the uncritical Victorian versions of ArnoldAEs life--including Hughes and Dean StanleyAEs original Life--and the sneering assessment of his influence, perpetuated by Strachey, to provide the first rounded portrait of Arnold. In conclusion Copley explores the possible legacy that this great but neglected figure has left to our age.

In this provocative volume, Amy Stuart Wells and her co-authors provide evidence that the laissez-faire policies of charter school reform often exacerbate existing inequalities in our schools. Providing the most comprehensive, critical review of charter schools to date, this timely volume is based on the author's in-depth study of 10 urban, suburban, and rural school districts and 17 diverse charter schools in California, plus their analysis of other charter schools studies from around the country. Focusing on two central issues--accountability and equity--they explore how charter school policies affect the lives of children, educators, and parents in diverse social, economic, and political contexts. The authors conclude that although the quality and experiences of charter schools is highly varied across different contexts, the laws that allow these schools to exist fail to assure meaningful accountability. Meanwhile, these policies increase inequality and stratification by pushing the educational system toward privatization in terms of finance and admissions while failing to target much-needed resources toward low-income communities. This dynamic book will help educators and policymakers develop a future policy agenda for charter school reform that will be more responsive to the needs of all children.

Private schools resurfaced in China after 1978 when the Chinese government embarked on an economic reform for modernization. This book offers a comprehensive review of the development, characteristics, issues, and problems of private schools at primary, secondary and university levels, especially elite private schools for children of very wealthy families.

Based on fieldwork at about 40 private and public schools in China, this study also critically examines social response and government reactions to private education development, and ends with reflections on its significance and future prospects, touching on issues concerning social equality, efficiency, public school reform, and democratization in China.

Around 10,000 tax dollars will put a child through many public schools for a year. About 10,000 private dollars will put him through prep school. Why, then, is one system troubled and the other thriving, one vilified and the other celebrated? In this book, a renowned historian of education searches out the lessons that private schooling might offer public education as cries for school reform grow louder. Lessons from Privilege explores a tradition shaped by experience and common sense, and guided by principles that encourage community, personal relationships, and high academic standards. These "basic" values make a profound difference in a time when popular culture, which mocks intellectual curiosity and celebrates mental passivity, competes so successfully for students' attention. Arthur Powell uses the experience of private education to put the whole schooling enterprise in fresh perspective. He shows how the sense of schools as special communities can help instill passion and commitment in teachers, administrators, and students alike--and how passion and commitment are absolutely necessary for educational success. The power of economic resources, invested fully in schools, also becomes pointedly clear here, as does the value of incentives for teachers and students. Though the concerns this book brings into focus--for decent character and academic literacy--may never be trendy or easily applied, Lessons from Privilege presents sensible, powerful, and profitable ideas for enhancing the humanity and dignity of education in America.

Drawing on an abundance of primary sources as well as on the author's extensive personal experience in the Chinese school system, this book examines the evolution of non-governmental schools in China between 1895 and 1995. The author begins with an overview of private education in pre-modern China, and discusses the growth of modern private schools in the past century as part of the Chinese people's struggle for national survival. He argues that even though the government since the Late Qing period has placed a premium on education, the government never had enough resources, and private schools filled the gap. The author maintains that the disappearance of private schools in China in the 1950s was a casualty of the Chinese revolution.

In the post-Mao era, private schools re-emerged when the nation underwent some very fundamental social and economic transformations. Being part of China's burgeoning market economy, private education has not been immune to various problems. Nevertheless, the author argues that it is private education in the 1950s that has spearheaded China's educational reform.

The chapters in this volume centre on a need to reassess the possibilities of fostering literacy within the public education system. Some sections are oriented toward theoretical issues in the psychology of reading, whereas other are oriented toward learning and education.

Visions of Reality: what Fundamentalist Schools Teach is an important book for every citizen: every taxpayer, because powerful sectarian special interests and their political allies want all taxpayers to support these schools. Although a majority of Americans have repeatedly shown in referendum elections and opinion polls that they oppose tax support for nonpublic schools, fundamentalist leaders and their political lobbies are putting increasing pressure on Congress and state legislatures to compel taxpayers to support sectarian private schools through "vouchers" or "tuition tax credits", under the deceptive banner of "school choice". Albert J. Menendez has carefully examined the most widely used history, English, and science textbooks in fundamentalist private schools. He documents the fact that these schools promote prejudice against people of other faiths, distort history, derogate our literary heritage, cast science in a bad light, and otherwise indoctrinate children with "visions of reality" that are incompatible with public tax support. This timely and important study is the first of its kind and brings to public attention information available from no other source.

Focusing on private schools, this book makes an important contribution to our understanding of schools as social settings, illustrating their potential to create alternative cultures. Intriguing comparisons are made between the Waldorf School, a clear example of holistic education, and St. Catherine's, a traditional, elite college-preparatory school. The characteristics of each school are examined and compared. On the one hand, the Waldorf School, embracing an holistic model, advocates an aesthetically enriching life in harmony with nature for its students. Its emphasis on natural materials, as well as its developmental view of the child and curriculum focused on music and the arts, is unique. The Waldorf School asserts a romantic and progressive view of education that is relevant in a world that is becoming increasingly alienating and dehumanizing. On the other hand, St. Catherine's represents an academic elite model of education and faces the problems of our modern society in a different way, by teaching students to compete and excel in a competitive world while holding onto moral and ethical values. The schools' meanings are shown to be imbued through five cultural domains: history and myths; curriculum; rituals; time and space; and social relationships. The analysis reveals the schools' quite different responses to the world, to others, and toward the individual self.

Can America's faith in public education be restored? As they analyze the ways in which public school leaders successfully formed and transformed American education, historian Tyack and political scientist Hansot conclude that the main challenge facing today's leaders is to create a new community of commitment to public education as a common good.

The second edition of What Schools Teach Us About Religious Life continues to explore the ways in which private education in the United States mirrors the growing complexity and fluidity of religious life in the United States. Through the study of ten different private schools-representing a wide variety of religious traditions as well as some secular institutions-a picture of contemporary culture, and the place of religious belief within the culture, emerges. Each chapter of this second edition of What Schools Teach Us About Religious Life contains a different picture of how individual schools then address that culture.

The last of the humorous fictional memoirs of a hapless assistant schoolmaster. It is to be A.J. Wentworth's final appearance on the scholastic scene. Once more he dons his cap and gown - or, to be more precise, Rawlinson's cap and gown - and returns to Burgrove for just one more time. His final term includes a brief but broadening visit to the United States, in addition to the usual intellectual cut and thrust of the classroom. Whether he's causing a stir on Fifth Avenue, or merely 'trying to knock a bit of sense into a bunch of thick-headed boys,' A.J. Wentworth fumbles, blusters and generally carries on. A comic study in blinkered English manners, the Wentworth Papers will delight fans of P.G. Wodehouse or Grossmiths' Mr Pooter. First introduced to readers in the pages of Punch magazine, it was later dramatized for both BBC Radio and ITV drama. Editorial reviews: 'A splendid comic hero ... cannot fail to engage the sympathy of everyone who has ever sat in a classroom either as master or pupil ... Few books have made me laugh out loud quite so often.' Evening Standard 'I was often helpless with laughter. Not a book to be read in public.' The Oldie 'A truly comic invention.' The Guardian 'Masterly caricature.' Times Literary Supplement 'Wentworth turns out to be the hero of a work certain to be pigeon-holed as a minor classic by which people usually mean a classic more readable than the major kind ... a man Mr Pooter would regard with awe but nevertheless recognise as a brother.' Spectator 'A book of such hilarious nature that I had to give up reading it in public.' New Statesman 'One of the funniest books ever.' Sunday Express

The classic fictional memoirs of a hapless schoolmaster. There is chalk in his fingernails and paper darts fill the air as A.J. Wentworth, mathematics master at Burgrove Preparatory School, unwittingly opens the doors that lead not to knowledge but to chaos and confusion. In his collected papers he sets out the truth about the fishing incident in the boot room, the real story about the theft of the headmaster's potted plant, and even the answer to the sensitive question of whether or not Mr Wentworth was trying to have carnal knowledge of matron on that one, memorable occasion. A comic study in blinkered English manners, the Wentworth Papers will delight fans of P.G. Wodehouse or Grossmiths' Mr Pooter. First introduced to readers in the pages of Punch magazine, it was later dramatized for both BBC Radio and ITV drama. Editorial reviews: 'A splendid comic hero ... cannot fail to engage the sympathy of everyone who has ever sat in a classroom either as master or pupil ... Few books have made me laugh out loud quite so often.' Evening Standard 'I was often helpless with laughter. Not a book to be read in public.' The Oldie 'A truly comic invention.' The Guardian 'Masterly caricature.' Times Literary Supplement 'Wentworth turns out to be the hero of a work certain to be pigeon-holed as a minor classic by which people usually mean a classic more readable than the major kind ... a man Mr Pooter would regard with awe but nevertheless recognise as a brother.' Spectator 'A book of such hilarious nature that I had to give up reading it in public.' New Statesman 'One of the funniest books ever.' Sunday Express

The second of the humorous fictional memoirs of a hapless schoolmaster. A. J. Wentworth, formerly teacher of mathematics at Burgrove prep school for boys, now passes his retirement years in a typically English rural village where somehow he seems unable to stay out of trouble. Wentworth lurches from mishap to misunderstanding, whether at the Conservative Association or the local dramatic society, the cricket club dinner or the vicarage Christmas Party. His piece de resistance proves to be the escorting of two schoolboys on a trip to Switzerland that unexpectedly detours into Italy. A comic study in blinkered English manners, the Wentworth Papers will delight fans of P.G. Wodehouse or Grossmiths' Mr Pooter. First introduced to readers in the pages of Punch magazine, it was later dramatized for both BBC Radio and ITV drama. Editorial reviews: 'A splendid comic hero ... cannot fail to engage the sympathy of everyone who has ever sat in a classroom either as master or pupil ... Few books have made me laugh out loud quite so often.' Evening Standard 'I was often helpless with laughter. Not a book to be read in public.' The Oldie 'A truly comic invention.' The Guardian 'Masterly caricature.' Times Literary Supplement 'Wentworth turns out to be the hero of a work certain to be pigeon-holed as a minor classic by which people usually mean a classic more readable than the major kind ... a man Mr Pooter would regard with awe but nevertheless recognise as a brother.' Spectator 'A book of such hilarious nature that I had to give up reading it in public.' New Statesman 'One of the funniest books ever.' Sunday Express

In 2016, Canada's newly elected federal government publically committed to reconciling the social and material deprivation of Indigenous communities across the country. Does this outward shift in the Canadian state's approach to longstanding injustices facing Indigenous peoples reflect a "transformation with teeth," or is it merely a reconstructed attempt at colonial Indigenous-settler relations? Prairie Rising provides a series of critical reflections about the changing face of settler colonialism in Canada through an ethnographic investigation of Indigenous-state relations in the city of Saskatoon. Jaskiran Dhillon uncovers how various groups including state agents, youth workers, and community organizations utilize participatory politics in order to intervene in the lives of Indigenous youth living under conditions of colonial occupation and marginality. In doing so, this accessibly written book sheds light on the changing forms of settler governance and the interlocking systems of education, child welfare, and criminal justice that sustain it. Dhillon's nuanced and fine-grained analysis exposes how the push for inclusionary governance ultimately reinstates colonial settler authority and raises startling questions about the federal government's commitment to justice and political empowerment for Indigenous Nations, particularly within the context of the everyday realities facing Indigenous youth.

Education privatization is a global phenomenon that crystallizes in countries with very different cultural, political, and economic backgrounds. In this book, the authors examine how privatization policies are being adopted and why so many countries are engaging in this type of education reform. The authors explore the contexts, key personnel, and policy initiatives that explain the worldwide advance of the private sector in education, and identify six different paths toward education privatization- as a drastic state sector reform (e.g., Chile, the U.K.), as an incremental reform (e.g., the U.S.A.), in social-democratic welfare states, historical public-private partnerships (e.g., Netherlands, Spain), de facto privatization in low-income countries, and privatization via disaster. Book Features: The first comprehensive, in-depth investigation of the political economy of education privatization at a global scale. An analysis of the different strategies, discourses, and agents that have contributed to advancing (and resisting) education privatization trends. An examination of the role of private corporations, policy entrepreneurs, philanthropic organizations, think-tanks, and teacher unions.

In the Victorian era it was said that a gentleman was one who had been to a public school or who successfully concealed the fact that he had not. Public schools were in the business of producing leaders - in national government, in the Empire, and in the armed forces. Their impact on society was immense, and they provided the vehicle by which the sons of the middle classes could be assimilated into the gentry. Part of the price, however, was a general casting out of the local boys for whom so many of the schools had been established in the sixteenth and seventeenth centuries.
This title includes information on school rebellions, the role of the chapel and the prefect system (still found in many private schools of the US today), the impact of the railways, the education of middle class girls and the legacy of the Victorian public school on schools in both Great Britain and North America today.

This book focuses on the relationship between private and public education in a comparative context. The contributors emphasize the relationship between private choices and public policy as they affect the division of labor between public and private non-profit schools, colleges, and universities. Their essays examine the kinds of choices offered by each sector, as well as the effects of present and proposed public policies on the intersectoral division of labor. Written from neither a pro-private nor a pro-public point of view, the contributors point to the ways in which they believe one sector or the other may be preferable for certain goals or groups.

Les gouvernements du monde entier, et particulierement ceux des pays en developpement, sont confrontes a de serieux defis dans le secteur de l'education. Malgre les progres dans l'accroissement des effectifs au niveau de l'enseignement de base, il reste beaucoup a faire. Aujourd'hui, environ 77 millions d'enfants dans les pays en developpement ne sont pas scolarises, en particulier en Afrique sub-saharienne et en Asie du Sud. Les taux de frequentation dans l'enseignement superieur restent faibles dans beaucoup de pays en developpement, et les Institutions d'Enseignement Superieur (IES) eprouvent des difficultes a absorber le nombre croissant des diplomes de l'enseignement secondaire. Les universites publiques sont confrontees a des difficultes, notamment le manque de ressources d'enseignement et de recherche, et la perte de personnel qualifie en faveur des pays developpes. L'incapacite des institutions educatives du secteur public, particulierement dans les pays en developpement, a absorber le nombre croissant d'etudiants a tous les niveaux de l'enseignement a vu l'emergence des ecoles et IES privees. Le present document examine brievement l'experience internationale relative a la reglementation de l'enseignement prive au niveau de l'ecole et de l'enseignement superieur. Il commence par une vue d'ensemble des secteurs de l'ecole privee et de l'enseignement superieur, suivie d'une courte discussion des avantages potentiels de l'accroissement de la participation du secteur prive a l'enseignement. Le reste du document se concentre sur les questions suivantes et presente quelques propositions a la consideration des gouvernements.

What would a truly democratic, functional, and educationally productive system look like? How did we arrive at our current system? How can an informed public work to reshape the system equitably? How can educators partner with their broader communities? In this provocative book, renowned expert Evans Clinchy shows how we can revitalize American public education and build a new system that will serve all children, rich and poor, foreign or native-born. Everyone who cares about public education should read this inspiring book.

This groundbreaking volume provides crucial information on the current state of diversity in independent schools. Featuring the objective findings of a 5-year study alongside personal stories by teachers and students of color, this book offers a unique look at the progress independent schools are making to attract and retain teachers of color. A must-read for all those who truly want to diversify their schools, this volume: Features powerful testimony by independent school faculty of color, including the individual stories of African-American, Chinese-American, Native-American, Cuban-American, and Latino-American educators. Discusses how important a diverse teaching force is for creating a positive school culture for all students. Provides a framework useful in gauging the challenges of recruiting and retaining teachers in a shrinking national teaching pool. Reveals how teachers of color across the country found their jobs, their reasons for choosing an independent school, the special demands they face, and why they opted to stay. Analyzes teacher diversity in 11 independent schools and includes a list of provocative questions to help schools evaluate their own progress. Includes specific guidelines to help educators close the faculty diversity gap in their schools.

This volume brings together a number of papers presented at the international conference on "Specific Methodologies in Educational Alternatives" held in June 2016, at the Bistrita University Extension of the Educational Sciences Department of Babes-Bolyai University, Cluj-Napoca, Romania. The event served to promote the most recent theoretical and practical findings related to educational alternatives, and attracted the attendance of over 250 theorists and experts in the field. The conference represented a significant opportunity to know and develop this field of study, based on research and examples of good practice. The contributions here specifically explore the six educational alternatives that exist in Romania, namely Step by Step, Waldorf, Freinet, Curative Pedagogy, Montessori and the Jenaplan.

Since its foundation in Caversham in 1894, as the younger sister of Grey Coat Hospital in London, Queen Anne's School has shown a remarkable ability to retain the loyalty of pupils, parents, staff, governors and also of headmistresses, with only five of them covering the entire first century of its life. The book will be of obvious interest to Old Girls who will discover the origins of school traditions such as the links with Westminster Abbey. But it will also have a wider appeal to those who are interested in the Westminster Foundation, which dates back to the late 17th century.