Communities and schools: A new view
of urban education reform.
Yet the fates of urban schools and the surrounding neighborhoods are inextricably linked, as Mark R. Warren compellingly explains in «Communities and Schools: A New View
of Urban Education Reform» in the Summer 2005 issue of the Harvard Educational Review.
Not exact matches
At a fundraiser in Palm Beach Florida on Sunday, Romney included the elimination
of the Department
of Housing and
Urban Development and a restructuring
of the Department
of Education among his ideas aimed at
reforming Washington, according to reports from NBC News and The Wall Street Journal.
In «Learning from Rudolf Steiner: The Relevance
of Waldorf
Education for
Urban Public School
Reform,» a study published in 2008 in the journal Encounter:
Education for Meaning and Social Justice, researcher Ida Oberman concluded that the Waldorf approach successfully laid the groundwork for future academics by first engaging students through integrated arts lessons and strong relationships instead
of preparing them for standardized tests.
At last week's Askwith Forum, «Transformative Change in American Schools,» Michele Cahill, — vice-president for national program and director
of urban education at Carnegie Corporation
of New York, — spoke to the importance
of transformative change and systemic
reform within K — 12 schools across the nation, focusing largely on Common Core Standards.
For decades, discussion
of education reform always began with a question along the lines
of, «How do we improve the
urban district?»
Its impressive «Schools That Work» series, in which Edutopia throws all
of its multimedia resources into detailed coverage
of an individual school, recently featured YES Prep, an
urban charter - school network often mentioned in the same breath with KIPP, Achievement First, and other «no excuses» schools championed by advocates
of test - driven
education reform.
I was sold by HGSE's focus on
urban education, the support they provide preservice teachers through mentoring, and its renowned faculty in the field
of education and school
reform.
The fact is that
reforming urban schools is an issue
of social justice: there are too many children in cities across the U.S. who are denied the opportunity to have a high - quality
education, and these inequities run strongly along lines
of race and class.
Currently reading: I'm planning a course about
urban school
reform in the spring, so I am reading a lot
of books on
education reform.
So Much
Reform, So Little Change: The Persistence of Failure in Urban Schools Charles M. Payne (Harvard Education Press) Payne, a sociologist at the University of Chicago, here sets out to explain «the sociology of failure» of urban r
Reform, So Little Change: The Persistence
of Failure in
Urban Schools Charles M. Payne (Harvard Education Press) Payne, a sociologist at the University of Chicago, here sets out to explain «the sociology of failure» of urban re
Urban Schools Charles M. Payne (Harvard
Education Press) Payne, a sociologist at the University
of Chicago, here sets out to explain «the sociology
of failure»
of urban re
urban reformreform.
A sharp divide among Democrats was in full view at the party's national convention in Denver, where
urban mayors and educators, gathered at a forum sponsored by Democrats for
Education Reform (DFER), challenged the dominant role
of teachers unions in shaping policy.
The National Institute for
Urban School Improvement, funded by the U.S. Department of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school distr
Urban School Improvement, funded by the U.S. Department
of Education Office of Special Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school d
Education Office
of Special
Education Programs, was created to facilitate and unify reform efforts in general and special education in the nation's urban school d
Education Programs, was created to facilitate and unify
reform efforts in general and special
education in the nation's urban school d
education in the nation's
urban school distr
urban school districts.
Her research focuses on educational policy and politics, and
urban school
reform, including the development and implementation
of education policy and the impact
of policy on the educational opportunities for at - risk students.
Now back at the Carnegie Corporation, where she is vice president for national programs and director
of urban education, Cahill too believes that these Bloomberg - Klein
reforms will not be easily reversed.
A unique blend
of education - savvy business leaders, a superintendent with stamina, and a mature accountability system has made Houston into the darling
of urban school
reform.
Section one details the depth and breadth
of the failure
of both public
urban education systems and our efforts to
reform them.
To the extent that it persuades people to avoid
reforms that change school incentives in favor
of ever - increasing school spending, Jonathan Kozol's work is an impediment to the very thing that he claims to desire most: a day when
urban minority children receive an acceptable
education.
No
reform short
of unloading a dump - truck filled with hundred - dollar bills on the campus
of each
urban public school will solve today's
education ills.
Klein is coauthor
of «Blended Learning in Practice: Four District School Journeys,» a case study
of the Oakland project written with Carrie McPherson Douglass, who's now with the Cities for
Education Entrepreneurship Trust, an umbrella organization for
urban reform groups nationwide.
«My hope was to use this year to really explore and integrate the literature on
urban education, science
education reform, public understanding
of science, and racial / gendered discrimination in science.
He is also the author or editor
of numerous other publications including the following: School Choice International: Exploring public private partnerships (co-editor with Rajashri Chakrabarti) School Money Trials: The Legal Pursuit
of Educational Adequacy (co-editor with Martin R. West)
Reforming Education in Florida: A Study Prepared by the Koret Task Force on K - 12
Education (editor) The
Education Gap: Vouchers and
Urban Schools (with William G. Howell) Generational Change: Closing the Test Score Gap (editor) No Child Left Behind?
His research explores questions
of educational significance related to teacher evaluation and human capital,
urban school
reform, school climate and safety, and
education finance.
Michele Cahill has more than thirty years» experience working in the areas
of education reform, youth development and
urban affairs.
Phillip Lovell, vice president
of federal advocacy at the nonprofit Alliance for Excellent
Education, which focuses on high school
reform, says that there are simply not enough good charter school providers to take the place
of all the low - performing, large
urban high schools.
Her current research focuses on market - based
education reforms in
urban communities, and its cultural and pedagogical impact on teacher dispositions, teacher professional autonomy and identity, and the development
of inclusive classroom practices.
It was launched in 2004 as part
of a three - sector strategy for
urban education reform that also included increased funding for public charter - school facilities and added funds for educational improvements in District
of Columbia public schools.
She currently teaches at the University
of Colorado, Boulder and studies market - based
education reform in
urban communities.
Despite years
of education reform efforts, many
urban public schools are falling short, unable to raise student achievement.
The MPCP was established in 1990 as the first
urban education reform in the U.S. built around the idea
of permitting parents to enroll their children in private schools
of their choosing at government expense.
Holmes - Sutton is the co-author
of Parent and Family Engagement: The Missing Piece in
Urban Education Reform, a policy brief for The Lincy Institute at the University
of Nevada, Las Vegas.
Despite the best intentions
of philanthropists and politicians, big money and big data will not save
urban education, as long as
reform efforts are undemocratic and overlook the realities
of poor children's lives.
The author
of this paper investigates the relevance
of Waldorf
education for public
urban school
reform.
A mayor's capacity for leadership addresses a significant problem that has plagued
urban education for decades - namely, shifting and rival coalitions backing school
reform, weak and unstable school boards, and frequent changes
of superintendents.
Changing governance arrangements clearly can make a difference in the way
urban public school systems function, but such a strategy requires the right combination
of ingredients - committed and skilled leadership by the mayor, willingness to use scarce resources, a stable coalition
of supporters, appropriate
education policies, and a cadre
of competent, committed professionals to implement the
reforms.
By focusing their efforts primarily on improving schools for black and Latino students living in
urban communities, has the
education reform movement missed another group facing economic challenges and in need
of better educational opportunity?
That capacity for leadership addresses a significant problem that has plagued
urban education for decades - namely, shifting and rival coalitions backing school
reform, weak and unstable school boards, and frequent changes
of superintendents.
This has been particularly helpful for evaluating the effectiveness
of charter schools, a controversial
education reform with a mixed record overall but one that shows remarkably large gains for disadvantaged students in
urban areas.
In his talk, Canada touched upon many
education reform topics
of the course — particularly the achievement gap, the standards movement, and the bad rap that schools in
urban, low - income communities often receive.
For
reform - minded educators to the center and right
of the political spectrum, calling Payzant's efforts a success refutes the notion that radical changes are needed to improve
urban education.
Students that apply will get trained on different ways
of advocating, will get resources, have access to a list
of contacts, and most importantly have a network
of students that are advocating to
reform urban education.
The guidebook
of the mass school closings movement is a 2009 «School Closure Guide» written by the controversial Broad Foundation, which boasts
of training and placing non-educator superintendents and high - level school leaders in
urban districts across the country to enact a brand
of education reform that focuses on competition and privatization.
He is the author or the coauthor
of 10 books, including The Color
of School
Reform: Race, Politics and the Challenge
of Urban Education (Princeton, 1999) and Building Civic Capacity: The Politics of Reforming Urban Schools (University Press of Kansas, 2001), both of which were named — in 1999 and 2001, respectively — the best book written on urban politics by the Urban Politics Section of the American Political Science Associa
Urban Education (Princeton, 1999) and Building Civic Capacity: The Politics
of Reforming Urban Schools (University Press of Kansas, 2001), both of which were named — in 1999 and 2001, respectively — the best book written on urban politics by the Urban Politics Section of the American Political Science Associa
Urban Schools (University Press
of Kansas, 2001), both
of which were named — in 1999 and 2001, respectively — the best book written on
urban politics by the Urban Politics Section of the American Political Science Associa
urban politics by the
Urban Politics Section of the American Political Science Associa
Urban Politics Section
of the American Political Science Association.
«As a huge advocate
of social and emotional learning, Raymond is much more thoughtful and a big - picture kind
of guy in ways that run counter to the tenets
of the corporate
reform movement,» such as merit pay, said Carl Cohn, a member
of the State Board
of Education, director
of the
Urban Leadership Program in the School
of Educational Studies at Claremont Graduate University and retired superintendent
of Long Beach Unified.
Many
of these articles relate to teacher research in an
urban education setting or school
reform experiences.
Bellwether used only four reviewers for the California analysis: Erika McConduit, president and CEO
of the
Urban League
of Louisiana; Doug Mesecar, an adjunct scholar at the Lexington Institute; Joanne Weiss, the former chief
of staff to U.S. Secretary
of Education Arne Duncan; and Claire Voorhees, the director for K - 12
reform at the Foundation for Excellence in
Education.
Insight in action As part
of collaborative
reform efforts to improve K - 6 science
education across multiple
urban school districts, a teacher leader was selected from each participating elementary school based on his / her knowledge
of science.
The signatories are Alliance for Excellent
Education, The Arc
of the United States, Council
of Parent Attorneys and Advocates, Democrats for
Education Reform, The
Education Trust, Judge David L. Bazelon Center for Mental Health Law, League
of United Latin American Citizens, MALDEF (Mexican American Legal Defense & Educational Fund), NAACP, National Center for Learning Disabilities, National Disability Rights Network, National Down Syndrome Congress, National Indian
Education Association, National
Urban League, and TNTP.
Dr. White specializes in the areas
of urban school
reform, community engagement, organizational change, middle level
education, and leadership development.
In a series
of columns in ASCD Express, the cofounder
of New Leaders for New Schools, a nonprofit for
education reform, shares promising practices in principal leadership for improving some
of the nation's most challenged
urban schools.