Charter Schools, Educational Equity, and the Purpose of Public Education: A Point–Counterpoint Analysis of Policy, Pedagogy, and Opportunity
ABSTRACT: This paper examines the ongoing debate surrounding charter schools through a point–counterpoint analysis of five key policy areas: public funding, teacher workforce conditions, academic accountability, student access, and governance oversight. Drawing on educational theory and contemporary policy research, it argues that the charter school debate extends beyond questions of school performance to broader issues of educational equity, democratic purpose, and systemic reform. The analysis considers the potential benefits of charter schools, including increased autonomy, instructional innovation, expanded family choice, and specialized programming, while also addressing concerns related to resource allocation, teacher retention, inconsistent oversight, and unequal access for historically marginalized students. Rather than framing charter and traditional public schools as competing models, the paper explores policy compromises that balance innovation with accountability and equity. Grounded in the work of Paulo Freire and bell hooks, the discussion situates charter schools within larger conversations about the purpose of public education and the reproduction of social inequality. The paper concludes that meaningful education reform depends not on privileging one governance model over another, but on ensuring that all public schools receive the resources, professional support, and institutional flexibility necessary to provide equitable educational opportunities for every student.
Evolution of Curriculum Standards and Accountability: A Colorado Perspective
ABSTRACT: Standards in public education never emerge fully formed; they evolve in response to political pressure, economic anxiety, civil rights advocacy, and growing demands for measurable results. Across Colorado, as in much of the United States, the central question for the Department of Education has never been simply what students should learn, but who has the authority to decide and how learning should be measured. Movement from locally controlled curricula to coordinated state standards and nationally aligned accountability systems reflects enduring tensions about equity, excellence, and governance. Examined through a Colorado lens, the rise of the Common Core demonstrates that although the initiative was formally state-led, its development and implementation were significantly shaped by federal incentives, interstate innovation networks, and layered accountability systems that reshaped curriculum design, professional development structures, and public school performance frameworks.
Secondary to Graduate Level Impact of CDE Modernization Initiatives on Theatre Education
ABSTRACT: School choice, which allows families to select from a variety of K–12 educational options such as district schools, public charter schools, magnet schools, and sometimes private schools through vouchers, is at the heart of discussions about funding and fairness in public education (Wixom & Education Commission of the States, 2017). This issue has long-standing roots in American education, questioning whether the public sector, the private sector, or a combination of both should provide education.
In Colorado, where charter schools and open enrollment are common, public opinion shows a mix of hope for greater opportunities and worry about fair funding. Social media plays a role in heightening these debates—some view school choice as a chance for more options, while others fear it takes away from public schools. This paper examines social media surveys, statewide data, blogs, and scholarly research to explore how school choice impacts Colorado's students, families, and funding systems.
Evaluating Organizational Culture Through a Student-Centered Lens
ABSTRACT: School choice, which allows families to select from a variety of K–12 educational options such as district schools, public charter schools, magnet schools, and sometimes private schools through vouchers, is at the heart of discussions about funding and fairness in public education (Wixom & Education Commission of the States, 2017). This issue has long-standing roots in American education, questioning whether the public sector, the private sector, or a combination of both should provide education.
In Colorado, where charter schools and open enrollment are common, public opinion shows a mix of hope for greater opportunities and worry about fair funding. Social media plays a role in heightening these debates—some view school choice as a chance for more options, while others fear it takes away from public schools. This paper examines social media surveys, statewide data, blogs, and scholarly research to explore how school choice impacts Colorado's students, families, and funding systems.
Technology: A Problem and Solution in Theatre-Based CTE Pathways and Arts Education
ABSTRACT: Industry-standard tools such as QLab, StageWrite, and digital sound and projection systems remain essential for preparing students for modern creative industries, and intentional integration of these tools during my work rebuilding Harrison's theatre program from 2022 to 2025 supported technical production, communication, and project leadership. However, the strongest learning consistently emerged through collaborative rehearsal, live performance, and hands-on production rather than through technology alone. The challenge for educational leaders is not deciding whether technology belongs in schools, but determining whether it will be used to support human thinking or allowed to replace it.
District Director of Arts Career Pathways: Interview Questions and Successful Candidate Responses
ABSTRACT: A mock interview addressing the underutilization of theatre and arts programs with CTE (career technical education) pathways and changes that would go into effect at an example district, Harrison School District Two, in Colorado.
God, When Will We Get It?: Addressing Access Inequities in Theatre-Based Career Pathways in Public Education
ABSTRACT: When people think about theatre and entertainment, the conversation usually defaults to Broadway or film—fields associated with inconsistent income and an oversaturated pool of performers. That narrative is not wrong; it is incomplete. It overlooks the technical and managerial side of the industry: lighting designers and technicians; sound engineers and board operators; costumers and wigmakers; stage managers and production managers; fly system operators, and more. Each of these roles offers structured, trackable career pathways, yet schools rarely frame them for students that way.
Because of that gap in framing, a disconnect forms between what theatre education offers and how school systems understand it. Educators may recognize the value, but without alignment at the leadership level, programs remain siloed. In turn, students—particularly those in Title I schools—experience limited access to industry-aligned learning opportunities, modern technical tools, and inclusive performance spaces.