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Includes its Report, 1896-19 .
The "History of Cambridge" was originally published in 1877. Besides the historical narrative in this volume, the second volume contains a very full and carefully compiled "Genealogical Register" of the early settlers and their descendants. These volumes are, in the most essential respects, models of what a town history should be. They contain the most important information obtainable from the sources then open to the author, and this is presented in a clear and concise narrative. In the estimation of those most competent to pass judgment, these volumes are authorities. But they are something more than authorities. They not only instruct; they inspire. Nobody deserves the privilege of growing up in this city who does not make himself familiar with these books. They are epitomes of the history, not only of this town, but of a good many other Puritan towns. It fills this place with memories of by-gone scenes and deeds which were precious to the people of those times, and are precious still to us, their descendants or successors.
In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice. Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education. New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased. In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest. Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.