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This book traces the decline of the public comprehensive high school. New educational markets emphasized school diversity and parental choice rather than social equity through common schooling, and they were criticized for declining standards. The book also considers government education policies and their regional manifestations.
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
An in-depth look at academically selective public high schools in America What is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? There are no easy answers but, as Chester Finn and Jessica Hockett show, for more than 100,000 students each year, the solution is to enroll in an academically selective public high school. Exam Schools is the first-ever close-up look at this small, sometimes controversial, yet crucial segment of American public education. This groundbreaking book discusses how these schools work--and their critical role in nurturing the country's brightest students. The 165 schools identified by Finn and Hockett are located in thirty states, plus the District of Columbia. While some are world renowned, such as Boston Latin and Bronx Science, others are known only in their own communities. The authors survey the schools on issues ranging from admissions and student diversity to teacher selection. They probe sources of political support, curriculum, instructional styles, educational effectiveness, and institutional autonomy. Some of their findings are surprising: Los Angeles, for example, has no "exam schools" while New York City has dozens. Asian-American students are overrepresented—but so are African-American pupils. Culminating with in-depth profiles of eleven exam schools and thoughtful reflection on policy implications, Finn and Hockett ultimately consider whether the country would be better off with more such schools. At a time of keen attention to the faltering education system, Exam Schools sheds positive light on a group of schools that could well provide a transformative roadmap for many of America's children.
The Schenley Experiment is the story of Pittsburgh’s first public high school, a social incubator in a largely segregated city that was highly—even improbably—successful throughout its 156-year existence. Established in 1855 as Central High School and reorganized in 1916, Schenley High School was a model of innovative public education and an ongoing experiment in diversity. Its graduates include Andy Warhol, actor Bill Nunn, and jazz virtuoso Earl Hines, and its prestigious academic program (and pensions) lured such teachers as future Pulitzer Prize winner Willa Cather. The subject of investment as well as destructive neglect, the school reflects the history of the city of Pittsburgh and provides a study in both the best and worst of urban public education practices there and across the Rust Belt. Integrated decades before Brown v. Board of Education, Schenley succumbed to default segregation during the “white flight” of the 1970s; it rose again to prominence in the late 1980s, when parents camped out in six-day-long lines to enroll their children in visionary superintendent Richard C. Wallace’s reinvigorated school. Although the historic triangular building was a cornerstone of its North Oakland neighborhood and a showpiece for the city of Pittsburgh, officials closed the school in 2008, citing over $50 million in necessary renovations—a controversial event that captured national attention. Schenley alumnus Jake Oresick tells this story through interviews, historical documents, and hundreds of first-person accounts drawn from a community indelibly tied to the school. A memorable, important work of local and educational history, his book is a case study of desegregation, magnet education, and the changing nature and legacies of America’s oldest public schools.
The essays that make up this collection examine past, present and future relationships between the private and public dimensions of education. The book offers an analysis of the situation from an international perspective.
This book examines various aspects of school segregation and their complex interrelations with policy, structure, and context in diverse settings. It advances the understanding of the causes, processes and consequences of school segregation around the globe. Topics examined include student sorting between schools in marketized systems; the effects of school socioeconomic segregation on international tests of student achievement and the structures that shape cross-national variations; the impact of school choice on school segregation in Canada; school segregation and institutional trust in Chile; racial/ethnic and socioeconomic segregation in Brazil; and parental financial contributions as a cause and consequence of school segregation in Australia. The contributions highlight how selective schooling, private schooling, school funding, school choice, and school competition interact to shape school segregation, as well as the consequences of school segregation on a range of student outcomes. Through its embrace of diversity of methodological approaches, context and focus, this book stimulates new lines of research in an important and growing field. Comparative Perspectives on School Segregation will be a key resource for academics, researchers, and advanced students of comparative education, educational leadership and policy, educational research, ethnic studies, research methods, economics of education, sociology of education, history of education and educational psychology. The chapters included in this book were originally published as a special issue of Comparative Education.
This book features ten high academically achieving, low-income, inner city students from Newark, New Jersey, who graduated from public high schools at or near the top of their class and continued to excel in college. Using a qualitative research design, the author interviewed the ten students and the person who most influenced their educational progress about what motivated them to achieve at such high levels. Three mutually reinforcing anticipatory images emerged as a common element of their stories. In their own voices, the students describe the anticipatory images they framed, how they developed them, and how they used them to their advantage. Davy advances a theoretical model of the Anticipatory Competent student who continually progresses in the directions of the images projected ahead.
No work has ever been produced previously that shows how historically geography has been constructed as a subject for the senior years of secondary schooling in Western Australia from 1917 to 1997. In doing so, this book contributes to the existing corpus of international research on the history of curriculum and particularly the history of geography as a senior secondary school subject. Much of it is based on primary sources, including the textbooks and atlases used, along with syllabus manuals and geography examination papers. It also provides a framework for investigating the construction of senior secondary school geography curricula in other constituencies, and could act as a model for engaging in further research in curriculum history for other school subjects state-wide, nationally and internationally. The book also makes an important contribution to the fields of curriculum design, curriculum development and curriculum innovation. It will be of great interest to historians of education, comparative educationists, education leaders, policy makers and librarians.
This book provides insight into the history and current status of teaching in technical and vocational education across a broad range of countries. It contains studies of the profiles of teachers and lecturers and their educational practices. An overarching introduction embeds the content of the book into the current global context of Technical and Vocational Education and Training. This is the first substantial volume on the topic in 30 years.