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| so much reform so little change chapter summary: So Much Reform, So Little Change Charles M. Payne, 2008 This frank and courageous book explores the persistence of failure in today's urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods. Charles M. Payne argues that we have failed to account fully for the weakness of the social infrastructure and the often dysfunctional organizational environments of urban schools and school systems. The result is that liberals and conservatives alike have spent a great deal of time pursuing questions of limited practical value in the effort to improve city schools. Payne carefully delineates these stubborn and intertwined sources of failure in urban school reform efforts of the past two decades. Yet while his book is unsparing in its exploration of the troubled recent history of urban school reform, Payne also describes himself as guardedly optimistic. He describes how, in the last decade, we have developed real insights into the roots of school failure, and into how some individual schools manage to improve. He also examines recent progress in understanding how particular urban districts have established successful reforms on a larger scale. Drawing on a striking array of sources--from the recent history of various urban school systems, to the growing sophistication of education research, to his own experience as a teacher, scholar, and participant in reform efforts--Payne paints a vivid and unmistakably realistic portrait of urban schools and reforms of the past few decades. So Much Reform, So Little Change will be required reading for everyone interested in the plight--and the future--of urban schools. |
| so much reform so little change chapter summary: When Reform Meets Reality Jonathan A. Supovitz, 2024-09-26 An insightful inside perspective on the implementation of instructional improvement measures in a large urban K–12 district |
| so much reform so little change chapter summary: Tinkering toward Utopia David B. TYACK, Larry Cuban, David B Tyack, 2009-06-30 For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education. |
| so much reform so little change chapter summary: The Great School Rethink Frederick M. Hess, 2023-06-13 An invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement. In The Great School Rethink, education policy sentinel Frederick M. Hess offers a pithy and perceptive appraisal of American schooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time, he asserts, to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities. As Hess explains, to rethink is to acknowledge the realities of the education system while opening one’s mind to possibility. With characteristic verve and wit, Hess guides readers through his rethink process, a versatile and easily implemented approach to identifying issues and brainstorming possible responses. He encourages readers to explore what improvements might alleviate current pressures and frustrations, such as teacher shortages and burnout, declining student performance, and compromised learning time. Whether their goal is to achieve better student engagement, increase parent involvement, or implement personalized learning, readers will develop the mindset to ask the right questions, to fully understand the problem that’s being solved, and to evaluate the probable effectiveness of proposed solutions. Brimming with challenging questions, robust exercises, and eye-opening data, this book is a must-read for education professionals, parent advocates, and anyone passionate about the future of American education. |
| so much reform so little change chapter summary: Blueprint for School System Transformation Frederick Hess, director of education policy studies at the American Enterprise Institute, Carolyn Sattin-Bajaj, 2013-09-12 In this volume, a team of national experts address the major elements key to system redesign and long-lasting reform, describing in detail the steps needed at the community, school, district and state-level by which to achieve long-lasting reform. |
| so much reform so little change chapter summary: The Race Controversy in American Education Lillian Dowdell Drakeford Ph.D., 2015-07-28 In this unique two-volume work, expert scholars and practitioners examine race and racism in public education, tackling controversial educational issues such as the school-to-prison pipeline, charter schools, school funding, affirmative action, and racialized curricula. This work is built on the premise that recent efforts to advance color-blind, race-neutral educational policies and reforms have not only proven ineffective in achieving racial equity and equality of educational opportunities and outcomes in America's public schools but also exacerbated existing inequalities. That point is made through a collection of essays that examine the consequences of racial inequality on the school experience and success of students of color and other historically marginalized populations. Addressing K–12 education and higher education in historically black as well as predominantly white institutions, the work probes the impact of race and racism on education policies and reforms to determine the role schools, school processes, and school structures play in the perpetuation of racial inequality in American education. Each volume validates the impact of race on teaching and learning and exposes the ways in which racism manifests itself in U.S. schools. In addition, practical recommendations are presented that may be used to confront and eradicate racism in education. By exposing what happens when issues of race and racism are marginalized or ignored, this collection will prepare readers to resist—and perhaps finally overcome—the racial inequality that plagues America's schools. |
| so much reform so little change chapter summary: Subtle Webs Jose Eos Trinidad, 2024 Subtle Webs provides an unprecedented behind-the-scenes look at how local organizations in Chicago, Philadelphia, and New York City have transformed data and worked with schools to solve the problem of dropping out. In the process, the book reveals how organizations outside schools have created an invisible infrastructure not only to affect local school districts but also to shape US education. The book argues that changes in a decentralized system happen less through top-down policy mandates or bottom-up social movements, and more through outside-in initiatives of networked organizations spread across various local systems. By documenting the work and webs of researchers, nonprofit leaders, philanthropic managers, and school coaches, the book clarifies the complex ways for large-scale change to happen through new information technologies, intentional network structures, on-the-ground routines, and connections across various areas. By detailing change across multiple levels and across multiple locations, Jose Eos Trinidad uncovers new ways to think about educational transformation, policy reform, and organizational change. He highlights the potential for education research to transform everyday practices; the ways policies can move and adapt across local spaces; and the actors and factors needed to sustain changes. More than just about dropout prediction, the book provides a frame to interrogate transformations in US education and public policy. Social scientists, education leaders, and nonprofit professionals will find in the book helpful concepts to reveal the subtle dynamics shaping American schools-- |
| so much reform so little change chapter summary: Urban Preparation Chezare A. Warren, 2021-02-23 2018 Critics' Choice Book Award, American Educational Studies Association (AESA) 2018 Outstanding Book Award, Society of Professors of Education Chezare A. Warren chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of color can best be served in schools throughout the United States today. A founding teacher at Urban Prep, Warren offers a detailed exploration of what this single-sex public high school on the South Side of Chicago has managed to accomplish amid profoundly challenging circumstances. He provides a comprehensive portrait of the school—its leaders, teachers, and professional staff; its students; and the community that the school aims to serve—and highlights how preparation for higher education is central to its mission. Warren focuses on three main goals: to describe Urban Prep’s plans and efforts to prepare young Black males for college; to understand how race, community, poverty, and the school contributed, in complex and interrelated ways, to the academic goals of these students; and to offer a wide-ranging set of conclusions about the school environments and conditions that might help young Black males throughout the country succeed in high school and college. |
| so much reform so little change chapter summary: Failure Up Close Jay P. Greene, Michael Q. McShane, 2018-01-17 For many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn’t help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned from them. Rather than view failure as negative, this volume looks at failure as an opportunity to learn and grow. In fact, the editors endeavored to find authors that would analyze reforms for which they had some fundamental sympathy. The goal is not to bash particular efforts or castigate their supporters but rather to help those supporters understand how to do what they do better, and ultimately, do better for children. |
| so much reform so little change chapter summary: The Allure of Order Jal Mehta, 2015 In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. |
| so much reform so little change chapter summary: Why Congressional Reforms Fail E. Scott Adler, 2002-06-15 For decades, advocates of congressional reforms have repeatedly attempted to clean up the House committee system, which has been called inefficient, outmoded, unaccountable, and even corrupt. Yet these efforts result in little if any change, as members of Congress who are generally satisfied with existing institutions repeatedly obstruct what could fairly be called innocuous reforms. What lies behind the House's resistance to change? Challenging recent explanations of this phenomenon, Scott Adler contends that legislators resist rearranging committee powers and jurisdictions for the same reason they cling to the current House structure—the ambition for reelection. The system's structure works to the members' advantage, helping them obtain funding (and favor) in their districts. Using extensive evidence from three major reform periods—the 1940s, 1970s, and 1990s—Adler shows that the reelection motive is still the most important underlying factor in determining the outcome of committee reforms, and he explains why committee reform in the House has never succeeded and probably never will. |
| so much reform so little change chapter summary: The Ambitious Elementary School Elizabeth McGhee Hassrick, Stephen W. Raudenbush, Lisa Rosen, 2017-04-21 The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality. |
| so much reform so little change chapter summary: Educational Research and Innovation Measuring Innovation in Education A New Perspective OECD, 2014-07-17 This report explores the association between school innovation and different measures related to educational objectives. |
| so much reform so little change chapter summary: How a City Learned to Improve Its Schools Anthony S. Bryk, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, Timothy Knowles, 2023-04-18 A comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved. How a City Learned to Improve Its Schools tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors directly involved in Chicago’s education reform efforts, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to this transformation of the Chicago Public Schools. Beginning in 1987, Bryk and colleagues lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they describe how fundamental changes occurred at every level of schooling: enhancing classroom instruction; organizing more engaged and effective local school communities; strengthening the preparation, recruitment, and support of teachers and school leaders; and sustaining an ambitious evidence-based campaign to keep the public informed on the progress of key reform initiatives and the challenges still ahead. The power of this capacity building is validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. It also reveals the surprising yet essential role of Chicago's innovative information infrastructure in aligning disparate initiatives. In making clear how elements such as advocacy, civic capacity, improvement research, and strong democracy contributed to large-scale progress in the system's 600-plus schools, the book highlights the greater lessons that the Chicago story offers for system improvement overall. |
| so much reform so little change chapter summary: Philosophical Perspectives on Compulsory Education Marianna Papastephanou, 2013-09-12 From antiquity to the present, schools of some form have, in one way or other, been involved in the material and symbolic reproduction of societies. Such diachronic resilience, along with the synchronic omnipresence of schooling often makes schools appear as natural, self-evident and unavoidable. This naturalization of schooling is then extended to its modern specification as compulsory in a universalist fashion. This book does not only seek to explore what is left of older debates on compulsory education in the years’ hindsight but also to associate the discussion of schooling with new theoretical developments and new emphases. It contains a first part, which operates, primarily, at the conceptual and justificatory level and reserves a, more or less, qualified welcome to a revisited notion of compulsory. And it supplements this first part with a second, more applied one that focuses on specific aspects of compulsory schooling and/or education. From Luther down to John Stuart Mill and John Dewey, compulsory education has been heralded either as a vehicle of social coordination and individual well-being, or as a vehicle of democratization and progress, or as a means for protecting the rights of the young and of society, and so on and so forth. But there have also been periods of challenge and denaturalization of compulsory education, producing a range of interesting and spirited debates not only on matters of educational legality but also on matters that boil down to broader philosophical questions about the self and the world. Without neglecting the lasting significance of older debates, argumentation over schooling, its character and its scope can be recast in the light of current philosophical educational debates. Given the fact that failure adequately to mine such connections leads to a lack in philosophical-educational engagement with one of the most central pedagogical practices of the contemporary world, namely, the school, the book aspires to remedy this lack and to put together work that addresses those connections through the highly original and innovative work of its contributors. The subtext in all contributions is a vision of educational transformation in one way or other. All chapters (from the most theoretical to the most practice-related) promote a version of a recast or redirected compulsory schooling. |
| so much reform so little change chapter summary: The Knowledge Gap Natalie Wexler, 2020-08-04 “Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| so much reform so little change chapter summary: Schooling for Resilience Edward Fergus, Pedro Noguera, Margary Martin, 2020-08-12 As a group, Black and Latino boys face persistent and devastating disparities in achievement when compared to their White counterparts: they are more likely to obtain low test scores and grades, be categorized as learning disabled, be absent from honors and gifted programs, and be overrepresented among students who are suspended and expelled from school. They are also less likely to enroll in college and more likely to drop out. Put simply, they are among the most vulnerable populations in our schools. Schooling for Resilience investigates how seven newly formed schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys. Drawing on student and teacher surveys, focus groups, interviews, and classroom observations, the authors investigate how these schools were developed, what practices they employed, and how their students responded academically and socially. In particular, they focus on the theory of action that informed each school’s approach to educating Black and Latino boys and explore how choices about school structure and culture shaped students’ development and achievement. In doing so, the authors identify educational strategies that all schools can learn from. This thoughtful, passionately argued volume promises to influence efforts to improve the achievement and life outcomes of Black and Latino boys for years to come. |
| so much reform so little change chapter summary: Schooling Teachers Megan Blumenreich, Bethany L. Rogers, 2021 This book moves beyond the purported dichotomy between university-based teacher education and alternatives such as Teach For America to consider their common challenges and suggest a starting place from which to imagine a future of more effective teacher preparation. In focusing on the experiences of the first Teach For America cohort between 1990-1992, the book anchors its analysis in a particular historical moment, allowing a significant accounting of a pivotal time in [teacher] education as well as thoughtful consideration of both change and continuity in how teachers have been prepared and entered the classroom over the decades since. Through its use of oral history testimonies, Schooling Teachers offers important stories about individuals' personal experiences and actions, but also reveals the broader collective and social forces that shaped and gave meaning to those experiences. Richly detailed qualitative data, in the form of oral history, enables the authors to draw from the specific narratives some general insights that speak to the larger issues of staffing and supporting urban schools-- |
| so much reform so little change chapter summary: Improbable Scholars David L. Kirp, 2013-04-25 No school district can be all charismatic leaders and super-teachers. It can't start from scratch, and it can't fire all its teachers and principals when students do poorly. Great charter schools can only serve a tiny minority of students. Whether we like it or not, most of our youngsters will continue to be educated in mainstream public schools. The good news, as David L. Kirp reveals in Improbable Scholars, is that there's a sensible way to rebuild public education and close the achievement gap for all students. Indeed, this is precisely what's happening in a most unlikely place: Union City, New Jersey, a poor, crowded Latino community just across the Hudson from Manhattan. The school district--once one of the worst in the state--has ignored trendy reforms in favor of proven game-changers like quality early education, a word-soaked curriculum, and hands-on help for teachers. When beneficial new strategies have emerged, like using sophisticated data-crunching to generate pinpoint assessments to help individual students, they have been folded into the mix. The results demand that we take notice--from third grade through high school, Union City scores on the high-stakes state tests approximate the statewide average. In other words, these inner-city kids are achieving just as much as their suburban cousins in reading, writing, and math. What's even more impressive, nearly ninety percent of high school students are earning their diplomas and sixty percent of them are going to college. Top students are winning national science awards and full rides at Ivy League universities. These schools are not just good places for poor kids. They are good places for kids, period. Improbable Scholars offers a playbook--not a prayer book--for reform that will dramatically change our approach to reviving public education. |
| so much reform so little change chapter summary: Transforming Educator Preparation for Changing Times Robert D. Muller, 2024-06-01 This edited volume explores the progress, challenges, and future prognoses of educator preparation programs (preK-12 and higher education) in the U.S. Using examples drawn from a large, urban-centered college of education, the book provides practical guidance and insights regarding teacher preparation and educational leadership. Edited by former NLU Dean, Robert Muller and authored by NLU National College of Education faculty, the chapters explore how programs that prepare novice teachers, provide advancement opportunities for practicing educators, and develop education leaders have adapted to serve the needs of contemporary school institutions. This work is particularly timely given the myriad challenges facing the nation’s teacher and education leader preparation pipeline, and the critical role colleges of education play in addressing those needs. Primarily focused on leading institutional change in a large, metropolitan college of education, this work will be of interest to colleges of education leaders and faculty, PK-12 and higher education teachers and leaders, policy makers, and the broader teacher preparation and educator development field. Founded in the 1880s, the Chicago-based National College of Education (NCE) at National Louis University serves approximately 3,000 educators annually in its initial and advanced teacher preparation and educational leadership programs. For its commitments to diversity, inclusion and equity within transformative higher education, National Louis University was recognized as a top 20 school in Washington Monthly’s 2022 National University Rankings. The book is divided into four major sections: Prepare: The authors explore how a college of education has approached equipping novice teachers for success as they enter the teaching profession. It focuses on the transformation of initial teacher preparation programs to meet the needs of contemporary schools and districts, and profiles the programmatic initiatives to make those changes. Advance: The authors describe programs that support teachers as they advance in their careers, and the role of continuing graduate education in developing exemplary educators. Lead: The authors address the challenges facing education leaders and adapting their professional development to equip them to lead. It explores efforts to develop a cadre of leaders across education systems with the requisite knowledge and habits of mind to lead amidst unprecedented change. Building the Institution: The authors address several key cross cutting processes that support transformation efforts, including strategy development and implementation, partnership development, technology deployment, human capital development and data utilization. |
| so much reform so little change chapter summary: The Wiley Handbook of School Choice Robert A. Fox, Nina K. Buchanan, 2017-05-01 The Wiley Handbook of School Choice presents a comprehensive collection of original essays addressing the wide range of alternatives to traditional public schools available in contemporary US society. A comprehensive collection of the latest research findings on school choices in the US, including charter schools, magnet schools, school vouchers, home schooling, private schools, and virtual schools Viewpoints of both advocates and opponents of each school choice provide balanced examinations and opinions Perspectives drawn from both established researchers and practicing professionals in the U.S. and abroad and from across the educational spectrum gives a holistic outlook Includes thorough coverage of the history of traditional education in the US, its current state, and predictions for the future of each alternative school choice |
| so much reform so little change chapter summary: New York and Los Angeles David Halle, Andrew A. Beveridge, 2013-05-07 This book provides in-depth comparative studies of the two largest cities and metropolitan areas in the United States: New York City and Los Angeles. The chapters, written by leading experts and based upon the most current information available from the Census and other sources, discuss and explicitly compare politics, economic prospects and the financial crisis, and a host of social issues. Reform movements in education, ethnic politics, budget stringency, strategies to deal with crime, the development and political context of infrastructure, rising inequality, immigration and immigrant communities, the segregation of the poor and minorities and the new segregation of the economic elite, environmental impacts and attempts to deal with them, the image of both cities and regions in the movies, architectural trends, and the differential impact and response to the financial crisis, including foreclosure patterns, are all examined in this volume. This comparative framework reveals that old paradigms such as urban decline or resurgence are inadequate for grasping the new challenges and complexities facing America's two major global cities. Each is responding in sometimes similar and different ways to the challenges brought on by two events that defined the last decade: the attack of 9/11 and its aftermath, and the continuing effects of the financial crisis. How all of these events, institutions, and trends play out in the New York and Los Angeles regions is important not only for the two cities, but also as a harbinger for other U.S. cities, the entire nation, and cities worldwide. New York and Los Angeles provides an essential guide for understanding the many forces that determine the future of our cities. |
| so much reform so little change chapter summary: Enhancing Teacher Education, Development, and Evaluation Alyson L. Lavigne, Thomas L. Good, 2019-03-26 Enhancing Teacher Education, Development, and Evaluation examines the complex role that recent educational reforms have played in the teaching profession. The failure of programs like Race to the Top to benefit teaching and learning outcomes has yielded many questions about what went wrong and how a research-based plan for true systemic progress could actually work. Covering inaccurate narratives about schools and student achievement, evidence for teacher effectiveness, and the history and repercussions of Race to the Top, this book culminates with a proposal for future research and policy initiatives that more accurately and more equitably prioritize the measurement and improvement of teaching and learning. Five concise yet comprehensive chapters invite teacher and principal educators, teachers and school leaders in training, district administrators, policymakers, and other stakeholders to better understand the implications of and possible paths beyond misguided reform efforts. An overview of the recent past and an inspiration for the immediate future, this definitive analysis offers insights into how more reasonable, empirically derived strategies will ultimately foster more successful schools. |
| so much reform so little change chapter summary: The Roots of Educational Inequality Erika M. Kitzmiller, 2021-12-03 Through a fresh, longitudinal analysis that investigates daily events rather than focusing solely on key turning points, this study challenges conventional, declension narratives that suggest that American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. This book argues that public school have never been funded adequately, and instead, that so-called success of public schools is often tied to an influx of private funding and resources from families and communities that subsidizes inadequate public aid-- |
| so much reform so little change chapter summary: Fiscal Policy in Urban Education Christopher Roellke, Jennifer King Rice, 2002-10-01 Mission Statement: The current education policy emphasis on higher performance standards, school-level accountability, and market-based reform presents important research challenges within the field of school finance. The simultaneous pursuit of both equity and efficiency within this policy context creates an unprecedented demand for rigorous, timely, and field-relevant research on fiscal practices in schools. This book series is intended to help meet this demand. Specifically, the series provides a scholarly forum for interdisciplinary research on the financing of public, private, and higher education in the United States and abroad. The series is committed to disseminating high quality empirical studies, policy analyses, theoretical models, and literature reviews on contemporary issues in fiscal policy and practice. Each themed volume is intended for a diversity of readers, including academic researchers, policy makers, and school practitioners. |
| so much reform so little change chapter summary: New Perspectives on the History of the Twentieth-Century American High School Kyle P. Steele, 2021-11-07 The growth of the American high school that occurred in the twentieth century is among the most remarkable educational, social, and cultural phenomena of the twentieth century. The history of education, however, has often reduced the institution to its educational function alone, thus missing its significantly broader importance. As a corrective, this collection of essays serves four ends: as an introduction to the history of the high school; as a reevaluation of the power of narratives that privilege the perspective of school leaders and the curriculum; as a glimpse into the worlds created by students and their communities; and, most critically, as a means of sparking conversations about where we might look next for stories worth telling. |
| so much reform so little change chapter summary: Health Equity, Diversity, and Inclusion: Context, Controversies, and Solutions Patti R. Rose, 2020-02-28 The second Edition of this forward-thinking text goes beyond the discussion of health disparities to highlight the importance of health equity. As the title suggests, Health Equity, Diversity and Inclusion: Contexts, Controversies, and Solutions helps the reader understand key social justice issues relevant to health disparities and/or health equity, taking the reader from the classroom to the real world to implement new solutions. The new Second Edition features: • Two new chapters: one on the impact of urban education on urban health and another covering the elderly and health equity •Updated and enhanced coverage on men’s health, demographic data, the importance of cultural proficiency, maternal mortality and Black women, and much more. • Current trends and movements, including the role of social media in the provision of health care information for improved health literacy; mass incarceration and criminal justice reform; and much more. |
| so much reform so little change chapter summary: The Make-or-Break Year Emily Krone Phillips, 2019-01-08 A Washington Post Bestseller An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its failing schools In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track. The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students. This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does. |
| so much reform so little change chapter summary: The SAGE Handbook of Educational Leadership Fenwick W. English, Gary L. Anderson, 2005 The SAGE Handbook of Educational Leadership is a landmark work with contributions from 37 internationally renowned scholars covering an extensive range of issues confronting the field of educational leadership and administration. The Handbook reviews how leadership was redefined by management and organizational theory in its quest to become scientific, then looks forward to promising theories, concepts, and practices that show potential for development and application. This Handbook represents the establishment of a new tradition in educational leadership. It thoroughly covers a broad range of issues pertaining to curriculum leadership, supervision, teacher evaluation, budgeting, planning, school design, and issues facing the principalship and the superintendency in the United States. |
| so much reform so little change chapter summary: Leadership for Low-Performing Schools Daniel L. Duke, 2015-01-15 No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts. |
| so much reform so little change chapter summary: Effective Steps Toward School Enhancement Joyce M. Alexander, Beverly J. Irby, Matthew J. Etchells, Linda Rodriguez, 2025-05-30 Effective Steps Toward School Enhancement is an essential guide for enhancing, improving, and turning around schools. This is a must-have book for campus leaders and district administrators, as well as policymakers and university professors who teach in educational leadership. |
| so much reform so little change chapter summary: The Ecclesiastical Review , 1916 |
| so much reform so little change chapter summary: American Ecclesiastical Review Herman Joseph Heuser, 1916 |
| so much reform so little change chapter summary: Yesterday, Today, and Tomorrow Roslyn Arlin Mickelson, Stephen Samuel Smith, Amy Hawn Nelson, 2017-11-14 Yesterday, Today, and Tomorrow provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors—historians, sociologists, economists, and education scholars—the editors provide a comprehensive view of a community’s experience with desegregation and economic development. Here we see resegregation through the lens of Charlotte, North Carolina, once a national model of successful desegregation, and home of the landmark Swann desegregation case, which gave rise to school busing. This book recounts the last forty years of Charlotte’s desegregation and resegregation, putting education reform in political and economic context. Within a decade of the Swanncase, the district had developed one of the nation’s most successful desegregation plans, measured by racial balance and improved academic outcomes for both black and white students. However, beginning in the 1990s, this plan was gradually dismantled. Today, the level of resegregation in Charlotte has almost returned to what it was prior to 1971. At the core of Charlotte’s story is the relationship between social structure and human agency, with an emphasis on how yesterday’s decisions and actions define today’s choices. |
| so much reform so little change chapter summary: Social notes, concerning social reforms, social requirements, social progress. Directing ed. S.C. Hall Samuel Carter Hall, |
| so much reform so little change chapter summary: Leading Holistically Haim Shaked, Chen Schechter, Alan James Daly, 2018-11-02 Leading Holistically explores systems thinking in educational leadership—a comprehensive framework that enables leaders to improve their practice by taking a holistic perspective, instead of relying on a one-size-fits-all solution to discrete aspects of their organization. Aiming to expand the existing literature on systems thinking in educational leadership and policy, renowned educational leadership scholars come together in this valuable book to examine systems thinking at the school, district, and state/national levels, providing strategies to guide educators toward success. This important book unpacks the complexity and nuances of systems thinking in educational leadership and policy, helping educators face the growing complexity, change, and diversity in education to realize the promise of improvement for all those connected to and involved in the important endeavor of education. |
| so much reform so little change chapter summary: Teachers' Guide to School Turnarounds Daniel L. Duke, Pamela D. Tucker, Michael J. Salmonowicz, 2014-08-14 Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. |
| so much reform so little change chapter summary: Agency Through Teacher Education Ryan Flessner, 2012 Agency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change. |
| so much reform so little change chapter summary: The Return of the Neighborhood as an Urban Strategy Michael A. Pagano, 2015-09-15 In this new volume, Michael A. Pagano curates essays focusing on the neighborhood's role in urban policy solutions. The papers emerged from dynamic discussions among policy makers, researchers, public intellectuals, and citizens at the 2014 UIC Urban Forum. As the writers show, the greater the city, the more important its neighborhoods and their distinctions. The topics focus on sustainable capital and societal investments in people and firms at the neighborhood level. Proposed solutions cover a range of possibilities for enhancing the quality of life for individuals, households, and neighborhoods. These include everything from microenterprises to factories; from social spaces for collective and social action to private facilities; from affordable housing and safety to gated communities; and from neighborhood public education to cooperative, charter, and private schools. Contributors: Andy Clarno, Teresa Córdova, Nilda Flores-González, Pedro A. Noguera, Alice O'Connor, Mary Pattillo, Janet Smith, Nik Theodore, Elizabeth S. Todd-Breland, Stephanie Truchan, and Rachel Weber. |
| so much reform so little change chapter summary: About Centering Possibility in Black Education Chezare A. Warren, 2021 Improving education outcomes for Black students begins with resisting racist characterizations of blackness. Chezare A. Warren, a nationally recognized scholar of race and education equity, emphasizes the imperative that possibility drive efforts aimed at transforming education for Black learners. Inspired by the freedom dreaming of activists in the Black radical tradition, the book is comprised of nine principles that clarify how centering possibility actively refuses limitations for what Black people can create, accomplish, and achieve. This interdisciplinary volume also features over 30 original images, poems, and lyrics by Black artists from around the United States, each helping to breathe new life into the concept of possibility and its relevance to remaking Black children's experience of school. Warren draws on research in history, cultural studies, and sociology to cast a vision of Black education futures unencumbered by antiblackness and White supremacy. This justice-oriented text will inspire innovative solutions to eliminating harm and generating education alternatives that Black students desire and deserve. Book Features: Describes practical, antideficit approaches to educating Black children, youth, and young adults. Focuses on productively reorienting visions, philosophies, and rationales guiding contemporary Black education transformation work. Includes relatable stories and anecdotes written in a conversational style. Filled with provocative pieces of original art by Black artists, such as paintings, drawings, photographs, mixed media, spoken word, poems, and song lyrics. |
SO Definition & Meaning - Merriam-Webster
The meaning of SO is in a manner or way indicated or suggested —often used as a substitute for a preceding clause. How to use so in a sentence. Using So as a Conjunction: Usage Guide
SO Definition & Meaning | Dictionary.com
so much, something, as an amount or cost, that is not specified or determined. The carpeting is priced at so much per yard. all that is or needs to be said or done. So much for the …
SO | English meaning - Cambridge Dictionary
We use so with be and with modal and auxiliary verbs to mean ‘in the same way’, ‘as well’ or ‘too’. We use it in order to avoid repeating a verb, especially in short responses with pronoun …
SO | definition in the Cambridge English Dictionary - Cambridge …
We use so with be and with modal and auxiliary verbs to mean ‘in the same way’, ‘as well’ or ‘too’. We use it in order to avoid repeating a verb, especially in short responses with pronoun …
SO definition and meaning | Collins English Dictionary
In formal speech and writing, so that is somewhat more common than so in clauses of purpose. Otherwise, either so or so that is standard. Like and , but 1 , and or , so can occur as a …
So Definition & Meaning | Britannica Dictionary
SO meaning: 1 : to a degree that is suggested or stated often + that often used with as when making a comparison, when giving an example of some quality, or when describing someone …
So - definition of so by The Free Dictionary
Define so. so synonyms, so pronunciation, so translation, English dictionary definition of so. in the way or manner indicated; in order that: Please RSVP so that we’ll know how many …
so - WordReference.com Dictionary of English
only or just so many, being a limited or small number or amount: I can eat only so many pieces of fruit. only or just so much , being a limited amount or quantity; up to a certain point or …
so adverb - Definition, pictures, pronunciation and usage notes ...
I hear that you're a writer— is that so (= is that true)? He thinks I dislike him but that just isn't so. George is going to help me, or so he says (= that is what he says). They asked me to call …
Meaning of so – Learner’s Dictionary - Cambridge Dictionary
SO definition: 1. used before an adjective or adverb to emphasize what you are saying, especially when there is a…. Learn more.
SO Definition & Meaning - Merriam-Webster
The meaning of SO is in a manner or way indicated or suggested —often used as a substitute for a preceding clause. How to use so in a sentence. Using So as a Conjunction: Usage Guide
SO Definition & Meaning | Dictionary.com
so much, something, as an amount or cost, that is not specified or determined. The carpeting is priced at so much per yard. all that is or needs to be said or done. So much for the …
SO | English meaning - Cambridge Dictionary
We use so with be and with modal and auxiliary verbs to mean ‘in the same way’, ‘as well’ or ‘too’. We use it in order to avoid repeating a verb, especially in short responses with pronoun …
SO | definition in the Cambridge English Dictionary - Cambridge …
We use so with be and with modal and auxiliary verbs to mean ‘in the same way’, ‘as well’ or ‘too’. We use it in order to avoid repeating a verb, especially in short responses with pronoun …
SO definition and meaning | Collins English Dictionary
In formal speech and writing, so that is somewhat more common than so in clauses of purpose. Otherwise, either so or so that is standard. Like and , but 1 , and or , so can occur as a …
So Definition & Meaning | Britannica Dictionary
SO meaning: 1 : to a degree that is suggested or stated often + that often used with as when making a comparison, when giving an example of some quality, or when describing someone …
So - definition of so by The Free Dictionary
Define so. so synonyms, so pronunciation, so translation, English dictionary definition of so. in the way or manner indicated; in order that: Please RSVP so that we’ll know how many …
so - WordReference.com Dictionary of English
only or just so many, being a limited or small number or amount: I can eat only so many pieces of fruit. only or just so much , being a limited amount or quantity; up to a certain point or …
so adverb - Definition, pictures, pronunciation and usage notes ...
I hear that you're a writer— is that so (= is that true)? He thinks I dislike him but that just isn't so. George is going to help me, or so he says (= that is what he says). They asked me to call …
Meaning of so – Learner’s Dictionary - Cambridge Dictionary
SO definition: 1. used before an adjective or adverb to emphasize what you are saying, especially when there is a…. Learn more.
