Download Free Mayoral Control Of The New York City Schools Book in PDF and EPUB Free Download. You can read online Mayoral Control Of The New York City Schools and write the review.

This book examines the political dynamics of the governance overhaul and how the management styles of Mayor Bloomberg and School Chancellor Klein affect its design and implementation in the Mayor’s first term. The trend toward mayoral governance is happening in other large cities, stimulated in part by business leaders, mayors, and states concerned about how the schools contribute to declining global competitiveness and chronic social and economic problems of inner cities.
This book examines the political dynamics of the governance overhaul and how the management styles of Mayor Bloomberg and School Chancellor Klein affect its design and implementation in the Mayor’s first term. The trend toward mayoral governance is happening in other large cities, stimulated in part by business leaders, mayors, and states concerned about how the schools contribute to declining global competitiveness and chronic social and economic problems of inner cities.
Since 1995, the Donors' Education Collaborative (DEC) has supported a range of groups--advocacy, organizing, research and policy groups--that advocate for, or have members from, diverse constituencies concerned about public education in New York City (NYC). DEC has also encouraged collaborations among these types of groups to leverage their influence on education policy at city and state levels. The groups, consisting of youth, parents and community leaders, operate in all five NYC boroughs. Some focus solely on education issues, while others have multi-issue agendas. They include groups representing African Americans, Asian-Americans and Latinos, as well as a range of immigrant and refugee populations. In anticipation of the June 2009 sunset of mayoral control of the NYC schools, and the passing of new legislation that would maintain, change or end mayoral control, DEC sought to encourage a robust public debate about school governance. In late 2007, DEC funded the Alliance for Quality Education (AQE) to plan with the Coalition for Educational Justice (CEJ), the Community Involvement Project of the Annenberg Institute for School Reform (CIP), and the New York Immigration Coalition (NYIC) for a partnership that would develop a coalition to bring a public voice to the school governance debate. In Spring 2008, following the initiating groups' planning process, DEC invited Research for Action, working in collaboration with Professor Jeffrey Henig of Teachers College, to evaluate the implementation and impact of the coalition they would build on the debate and the outcomes, as well as on the broader NYC educational policy environment. This Executive Summary covers the findings of the two-year study period, May 2008 through May 2010. The overall question that the study seeks to answer is: In what ways does DEC's sustained investment in advocacy, organizing, research and policy groups that include and advocate for minority and immigrant families contribute to a broader public understanding and a richer, more informed and more democratically responsive debate about NYC school governance and policies? The authors raise this question in the context of the significance of--civic capacity for the sustainability of school reform. A community with civic capacity is one in which groups work across sectors to identify a shared agenda and to mobilize the human and financial resources required to forward that agenda. Considerable research has suggested that school districts in cities in which significant civic capacity is present are those in which reforms are most likely to be sustainable. Thus, the report examines the impact of DEC's funding in terms of whether the coalition, called the Campaign for Better Schools, succeeded in its policy goals, but also draws conclusions about whether DEC funding has advanced the longer term development and sustainability of a collaborative and effective civic sector engaged in an ongoing role in school reform. An interdisciplinary team of researchers used a qualitative research approach employing multiple methods of data collection, including an examination of public opinion polls; a media scan; and extensive fieldwork with a broad range of policy makers and observers, and political actors, including Campaign members as well as other education advocates and activists. (Contains 2 figures.).
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: * What does school governance look like under mayoral leadership? * How does mayoral control affect school and student performance? * What are the key factors for success or failure of integrated governance? * How does mayoral control effect practical changes in schools and classrooms? The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform. As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.
Since 1995, the Donors' Education Collaborative (DEC) has supported a range of groups--advocacy, organizing, research and policy groups--who advocate for, or whose members come from, diverse constituencies concerned about public education in New York City (NYC). DEC has also encouraged collaborations among these types of groups to leverage their influence on education policy at the Department of Education (DoE), city and state levels. The groups, consisting of youth, parents and community leaders, operate in all five NYC boroughs. In December 2007, DEC provided a planning grant to the Alliance for Quality Education (AQE), with the understanding that in collaboration with the Coalition for Educational Justice (CEJ), the Community Involvement Project of the Annenberg Institute for School Reform (CIP), and the New York Immigration Coalition (NYIC), they would design a campaign to ensure that a wide range of parent and community voices were part of any public discussion of the future of mayoral control. Following six months of planning, these initiating groups received a DEC grant to build a broader collaborative that would mobilize parents, youth and community members to participate in the mayoral control debate, with the hope that their voices would help inform the forthcoming mayoral control legislation. The grant period extended from July 1, 2008 through June 30, 2009, the date for sunset of the state legislation that initially established mayoral control of NYC schools. This grant provided DEC with an opportunity to take a fresh look at the impact its grant making strategy was having on the broader NYC educational policy environment. DEC invited Research for Action, working in collaboration with Professor Jeffrey Henig of Teachers College, to evaluate the initiative for that purpose. The evaluation has been conducted in two parts. A Year One Report, covering the period May 2008-May 2009, focused on the political environment in which the Campaign emerged, how Campaign members worked jointly to create a platform for making changes to mayoral control, their success in gaining visibility and legitimacy for their positions, and the role of DEC's funding in building the capacity of the Campaign to be a player in the mayoral control debate. The Year Two Report covers May 2009-May 2010 and continues the story of the Campaign and its impacts both on the NYC school governance legislation and on the city's long-term educational and civic environment. Appended are: (1) Fieldwork and Data Analyzed; (2) Campaign Initiating Groups; (3) Campaign for Better Schools Steering Committee; and (4) Final Campaign Platform. (Contains 6 figures and 67 footnotes.).
Written in an accessible style, the papers in this volume document and analyse particular components of the Children First reforms, including governance, community engagement, finance, accountability, and instruction. Aimed at instituting evidence-based practices to produce higher and more equitable outcomes for all students, the policies that comprise the Children First initiative represent an attempt at organisational improvement and systemic learning.
When New York City mayor Michael Bloomberg centralized control of the citys schools in 2002, he terminated the citys 32-year experiment with decentralized school control dubbed by the mayor and the media as the Bad Old Days. Decentralization grew out of the community control movement of the 1960s, which was itself a response to the bad old days of central control of a school system that was increasingly segregated and unequal. In this probing historical account, Heather Lewis draws on new archival sources and oral histories to argue that the community control movement did influence school improvement, in particular African American and Puerto Rican communities in the 1970s and 80s. Lewis shows how educators with unique insights into the relationships between the schools and the communities they served enabled meaningful change, with a focus on instructional improvement and equity that would be familiar to many observers of contemporary education reform. With a resurgence of local organizing and potential challenges to mayoral control, this informative history will be important reading for todays educational and community leaders.
The purpose of these hearings is examining extending mayoral control of the schools in the city of New York.
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: • What does school governance look like under mayoral leadership? • How does mayoral control affect school and student performance? • What are the key factors for success or failure of integrated governance? • How does mayoral control effect practical changes in schools and classrooms? The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform. As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.