The Charter Schools Decade

Washington, D.C.-based educational policy analyst Lockwood has some 20 years of experience in the field and has written extensively on education. In her latest publication, she provides an unbiased assessment of the charter school phenomenon in the U.S. since the first American charter school opened in 1991. Coverage includes an overview of the first decade of the movement, factors contributing to its emergence, associated legislation, chartering entire districts, obstacles and barriers, and the trends and challenges in the second decade of the movement. Academic but accessible to the general reader. Distributed by Rowman & Littlefield. Annotation c2004 Book News, Inc., Portland, OR (booknews.com)

Anne Turnbaugh Lockwood is an educational policy analyst based in Washington, D.C. and a former issues analysis director at the American Association of School Administrators from 2001-2003. She is the author of over 100 articles on education as well as numerous educational reports, monographs, and four books: Tracking: Conflicts and Resolutions, Character Education: Controversy and Consensus, Conversations With Educational Leaders: Contemporary Viewpoints on Education in America, and Standards: From Policy to Practice. As a policy analyst and writer, Lockwood was active in a host of special projects sponsored by the North Central Regional Educational Laboratory and the U.S. Department of Education. At the University of Wisconsin-Madison, Lockwood initiated and directed two nationally respected publications programs for the National Center on Effective Secondary Schools (1986-90) and the National Center on Effective Schools (1990-94). She is a former honorary fellow in both the Department of Curriculum and Instruction and the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Lockwood is the recipient of the 1993 American Educational Research Association Interpretive Scholarship Award for relating research to practice, and the Distinguished Achievement Award of the School of Education, University of Wisconsin-Madison. She holds a Ph.D. in Educational Psychology from the University of Illinois at Urbana-Champaign.