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D.C. Charter Act

United States. Congress. Senate. Committee on the District of Columbia. Subcommittee on the Judiciary

Published: 1958

Total Pages: 328


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Considers legislation to establish limited D.C. home rule through providing for an elected mayor, city council, school board and non-voting delegate to the House of Representatives.
Considers S. 287 and S. 2342, to provide an elected mayor, city council, and nonvoting delegate to the House of Representatives for D.C.
Considers S. 287 and S. 2342, to provide an elected mayor, city council, and nonvoting delegate to the House of Representatives for D.C.
Considers legislation to establish limited D.C. home rule through providing for an elected mayor, city council, school board and non-voting delegate to the House of Representatives.
The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data. A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.
Considers legislation to provide for an elected mayor, city council, school board, and nonvoting delegate to the House of Representatives for D.C.
Access issues are pivotal to almost all charter school tensions and debates. How well are these schools performing? Are they segregating and stratifying? Are they public and democratic? Are they fairly funded? Can apparent successes be scaled up? Answers to all these core questions hinge on how access to charter schools is shaped. This book describes the incentives and pressures on charter schools to restrict access and examines how charters navigate those pressures, explaining access-restricting practices in relation to the ecosystem within which charter schools are created. It also explains how charters have sometimes responded by resisting the pressures and sometimes by surrendering to them. The text presents analyses of 13 different types of practices around access, each of which shapes the school’s enrollment. The authors conclude by offering recommendations for how states and authorizers can address access-related inequities that arise in the charter sector. School’s Choice provides timely information on critical academic and policy issues that will come into play as charter school policy continues to evolve. Book Features: Examines how charter schools control who gains and retains access.Explores policies and practices that undermine equitable admission and encourage opportunity hoarding.Offers a set of policy recommendations at the state and federal level to address access-related issues.
Chronicles the passage of Minnesota's first chartered school law in 1991, describing its origins, the legislative battles, the author's initial reaction to the new legislation, and how it impacted national politics.
This book provides the first detailed history of the Constitution's treaty supremacy rule. It describes a process of invisible constitutional change. The treaty supremacy rule was a bedrock principle of constitutional law for more than 150 years. It provided that treaties are supreme over state law and that courts have a constitutional duty to apply treaties that conflict with state laws. The rule ensured that state governments did not violate U.S. treaty obligations without authorization from the federal political branches. In 1945, the United States ratified the UN Charter, which obligates nations to promote human rights “for all without distinction as to race.” In 1950, a California court applied the Charter’s human rights provisions along with the traditional supremacy rule to invalidate a state law that discriminated against Japanese nationals. The implications were shocking: the decision implied that the United States had abrogated Jim Crow laws throughout the South by ratifying the UN Charter. Conservatives reacted by lobbying for a constitutional amendment, known as the Bricker Amendment, to abolish the treaty supremacy rule. The amendment never passed, but Bricker's supporters achieved their goals through de facto constitutional change. Before 1945, the treaty supremacy rule was a mandatory constitutional rule that applied to all treaties. The de facto Bricker Amendment converted the rule into an optional rule that applies only to “self-executing” treaties. Under the modern rule, state governments are allowed to violate national treaty obligations — including international human rights obligations — that are embodied in “non-self-executing” treaties.