The book is in the form of a series of letters to a young education reformer, offering insights of various aspects of reform. --
The book is in the form of a series of letters to a young education reformer, offering insights of various aspects of reform. --
Policy Patrons offers a rare behind-the-scenes view of decision making inside four influential education philanthropies: the Ford Foundation, the W. K. Kellogg Foundation, the Bill & Melinda Gates Foundation, and the Eli and Edythe Broad Foundation. The outcome is an intriguing, thought-provoking look at the impact of current philanthropic efforts on education. Over a period of several years, Megan E. Tompkins-Stange gained the trust of key players and outside observers of these four organizations. Through a series of confidential interviews, she began to explore the values, ideas, and beliefs that inform these foundations' strategies and practices. The picture that emerges reveals important differences in the strategies and values of the more established foundations vis-à-vis the newer, more activist foundations--differences that have a significant impact on education policy and practice, and have important implications for democratic decision making. In recent years, the philanthropic sector has played an increasing role in championing and financing education reform. Policy Patrons makes an original and invaluable contribution to contemporary discussions about the appropriate role of foundations in public policy and the future direction of education reform.
In this incisive and practical book, the author of Start Where You Are But Don't Stay There, provides educators with a crucial understanding of how to teach students of color who live in poverty.
In these affectionate letters to Francesca, a first grade teacher at an inner-city school in Boston, Jonathan Kozol vividly describes his repeated visits to her classroom while, under Francesca’s likably irreverent questioning, he also reveals his own most personal stories of the years that he has spent in public schools. Letters to a Young Teacher reignites a numberof the controversial issues Jonathan has powerfully addressed in recent years: the mania of high-stakes testing that turns many classrooms into test-prep factories where spontaneity and critical intelligence are no longer valued, the invasion of our public schools by predatory private corporations, and the inequalities of urban schools that are once again almost as segregated as they were a century ago. But most of all, these letters are rich with the happiness of teaching children, the curiosity and jubilant excitement children bring into the classroom at an early age, and their ability to overcome their insecurities when they are in the hands of an adoring and hard-working teacher. From the Hardcover edition.
Hess argues that in the current disputes over education reform, virtually all vocal parties-- from teachers' unions and ed schools on the left, to the charter school or testing enthusiasts on the right-- accept without questioning the features and structures of schools that were established in the late 19th century. Under this approach, the long-standing assumption is that all schools need to be standardized in their curricula, that all students enroll in uniform schools, and that all schools be organized on the one-teacher-per-age-defined classroom. Provocatively, Hess states that these Left-Right disputes are standing in the way of actual progress and that everything from pedagogical techniques, curricular variability, and the structure of the teaching profession needs to be rethought given 21st century economic realities.
In this foundational book, Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). This volume provides a thematic and in-depth analysis of the central provisions of this landmark legislation, presenting a range of perspectives. The contributors leading researchers, policy analysts, and journalists explore the conflicts and compromises that shaped the emerging law, outline its core provisions, and trace its implications for urban districts, states, and the federal government. Complementing these descriptions are chapters presenting opposing viewpoints on the law s merits and its ramifications for future reform efforts. Enacted in December 2015, ESSA represents a major shift of the federal role in education, and its provisions touch on almost every aspect of education policy. Yet it arrived in something of a whirlwind, and scholars, advocates, and policy makers are struggling to make sense of this new act. By bringing together leading thinkers to make sense of this important law, The Every Student Succeeds Act provides a solid foundation for scholars, advocates, and policy makers as they begin to navigate a new era in education policy. "
This book seeks answers to a fundamental question, perhaps one of the most important questions in America today: How can we help children born into poverty transcend their disadvantages and enter the middle class as adults? And in particular, what role can our schools play? There’s little doubt that education and opportunity are tightly joined in the twenty-first-century economy. Almost every week brings a new study demonstrating that highly skilled workers are being rewarded with stronger pay and excellent working conditions, while Americans with few skills are struggling mightily. Expanding educational achievement, then, appears to be a clear route to expanding economic opportunity. Yet much of our public discourse ends there. Of course more young Americans need better education in order to succeed. But what kind of education? Is the goal “college for all”? What do we mean by “college”? Do our young people mostly need a strong foundation in academics? What about so-called “non-cognitive” skills? Should technical education make a comeback? Education for Upward Mobility provides fresh perspectives and concrete ideas for policymakers at every level of government; for leaders and policy analysts in education reform organizations in the states and in Washington; for philanthropists and membership associations; and for local superintendents and school board members. It combines the latest research evidence on relevant topics with in-depth explorations of promising practices on the ground, in real places, achieving real successes.
This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.
This is a book by several charter school advocates taking stock of the past, present, and future of the charter movement.--
Almost fifty years after Brown v. Board of Education, a wealth of research shows that minority students continue to receive an unequal education. At the heart of this inequality is a complex and often conflicted relationship between teachers and civil rights activists, examined fully for the first time in Jonna Perrillo’s Uncivil Rights, which traces the tensions between the two groups in New York City from the Great Depression to the present. While movements for teachers’ rights and civil rights were not always in conflict, Perrillo uncovers the ways they have become so, brought about both by teachers who have come to see civil rights efforts as detracting from or competing with their own goals and by civil rights activists whose aims have de-professionalized the role of the educator. Focusing in particular on unionized teachers, Perrillo finds a new vantage point from which to examine the relationship between school and community, showing how in this struggle, educators, activists, and especially our students have lost out.
As media reports declare crisis after crisis in public education, Americans find themselves hotly debating educational inequalities that seem to violate their nation's ideals. Why does success in school track so closely with race and socioeconomic status? How to end these apparent achievement gaps? In the Crossfire brings historical perspective to these debates by tracing the life and work of Marcus Foster, an African American educator who struggled to reform urban schools in the 1960s and early 1970s. As a teacher, principal, and superintendent—first in his native Philadelphia and eventually in Oakland, California—Foster made success stories of urban schools and children whom others had dismissed as hopeless, only to be assassinated in 1973 by the previously unknown Symbionese Liberation Army in a bizarre protest against an allegedly racist school system. Foster's story encapsulates larger social changes in the decades after World War II: the great black migration from South to North, the civil rights movement, the decline of American cities, and the ever-increasing emphasis on education as a ticket to success. Well before the accountability agenda of the No Child Left Behind Act or the rise of charter schools, Americans came into sharp conflict over urban educational failure, with some blaming the schools and others pointing to conditions in homes and neighborhoods. By focusing on an educator who worked in the trenches and had a reputation for bridging divisions, In the Crossfire sheds new light on the continuing ideological debates over race, poverty, and achievement. Foster charted a course between the extremes of demanding too little and expecting too much of schools as agents of opportunity in America. He called for accountability not only from educators but also from families, taxpayers, and political and economic institutions. His effort to mobilize multiple constituencies was a key to his success—and a lesson for educators and policymakers who would take aim at achievement gaps without addressing the full range of school and nonschool factors that create them.
The first edition of Finnish Lessons won the prestigious Grawemeyer Award in Education in 2013. It was featured inThe New York Times, The Washington Post, The New York Review of Books, The Atlantic, The Guardian, CNN, Education Week, The Huffington Post, and Dan Rather Reports and has been translated into 16 languages. Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. In this international bestseller, Sahlberg traces the evolution of Finnish education policies and highlights how they differ from the United States and much of the rest of the world. Featuring substantial additions throughout the text, Finnish Lessons 2.0 demonstrates how systematically focusing on teacher and leader professionalism, building trust between the society and its schools, and investing in educational equity rather than competition, choice, and other market-based reforms make Finnish schools an international model of success. This second edition details the complexity of meaningful change by examining Finlands educational performance in light of the most recent international assessment data and domestic changes. This second edition details the complexity of meaningful change by illustrating Finlands educational performance in light of the most recent international assessment data, including PISA 2012, TIMSS 2011, PIAAC 2013, and TALIS 2013. In the midst of continuous local reforms and global changes, Finnish Lessons 2.0 encourages educators, students, and policymakers to look beyond their own borders as they seek successful solutions for their education systems, districts, and schools. Reminds us that a nation can consciously build an admirable school system if it pays close attention to the needs of children; if it selects and prepares its educators well; and if it builds educational communities that are not only physically attractive but conducive to the joys of teaching and learning. From the Foreword by Diane Ravitch, author of Reign of Error Solidifies Sahlbergs reputation as the most thoughtful international educational researcher of our generation. David Berliner, Regents' Professor Emeritus, Mary Lou Fulton Teachers College, Arizona State University Whether or not you have read Finnish Lessons, you should read and ponder this new edition right away. Howard Gardner, author of Truth, Beauty, and Goodness Reframed
Building a Learning Culture in America takes an incisive, no-holds-barred look at how America embraced and cultivated a culture of learning in the past, how that culture declined in the sixties and seventies, and what must be done to regain it. From political gridlock to systemic discrimination, Chavous details the many ways education today is off track, and cites specific examples of what Americans might do to reform it. Part memoir and part manifesto, this is a frank, fascinating, and personal account of Chavous’ experience as a politician working to enact school choice in Washington, DC, and throughout the United States. During the course of his political career, he has seen political skirmishes and party scuffles interfere with the United States’ ability to improve its educational system. These conflicts did not cause the problem; they were merely a result. The true problem was more basic: the decline of America’s learning culture. This pivotal work calls for Americans to unite in making the changes needed to reestablish a learning culture as an inherent piece of the American national fabric, and tells us how to begin.
In Presidents, Congress, and the Public Schools, longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future.
In "The New Education Philanthropy," Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy over the last decade, giving particular attention to the large national foundations Gates, Broad, Walton, and Lumina, among others that are increasingly aggressive and strategic in their use of funds."