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Annotation Distinguished educators & education writers take an in-depth look at the nation's largest public school system, from the changing demographics of city schools & reading programs to charter schools & apply their findings to urban schools elsewhere in America.
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.).
Large urban school systems have been the weakest link in American education, driving middle-class families into the suburbs while contributing mightily to the racial learning gap. Activist mayors in several major cities have responded by taking control of their public schools. When Mayors Take Charge is the most up-to-date assessment available on this phenomenon. It brings together the topic's leading experts to analyze the factors and people driving the trend, its achievements and shortcomings, its prospects for the future, and ways to improve it. Part One of the book assesses the results of mayoral control nationwide. The second section details the experience in three key cities: Boston and Chicago, the major prototypes for mayoral control, and Detroit, where mayoral control ended in disaster. The final section provides the first in-depth examination of New York City, where the law installing mayoral control sunsets in 2009. Viteritti's opening essay and postscript frame the analysis to shed light on the significance and limitations of governance reform. Contributors include Clara Hemphill (formerly NewYork Newsday), Jeffrey R. Henig (Columbia University), Michael Kirst (Stanford University), John Portz (Northeastern University), Diane Ravitch (NYU),Wilbur C. Rich (Wellesley College), Robert Schwartz (Harvard University), Dorothy Shipps (Baruch College), and Kenneth K.Wong (Brown University).
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 text is about governing schools. It lays out a strategic model of school governance and considers the three key roles of planning, monitoring and evaluating. Practical examples and procedures are provided, for governors to adapt.
A Brookings Institution Press with the Thomas B. Fordham Institute and the Center for American Progress publication America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor’s Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn