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A critical look at urban school reform efforts.
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings.
Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.
"This book offers a careful analysis of various reform strategies, including assessments of their strengths, weaknesses, successes, failures, and implications. It provides a reinterpretation of urban school reform through a critical empirical review, examining four kinds of reform, including court-ordered, government-initiated, research-based, and community-based. The contributors provide an examination of contexts, ideologies, theoretical claims, and assessments of relevant research. This is an ambitious undertaking and Mirón and St. John have done an excellent job." — Kofi Lomotey, coeditor of The Racial Crisis in American Higher Education: Continuing Challenges for the Twenty-First Century and President of Fort Valley State University
Introduction: Rethinking Urban School Reform
Louis F. Mirón and Edward P. St. John
Part I. The Courts and Urban Schools
1. School Desegregation Is Over in the Inner Cities: What Do We Do Now?
Richard Fossey
2. The Need for Issues-Driven School Funding Reform in Urban Schools
Neil Theobald
Part II. Government Initiated, External Reforms
3. Federal Title I as a Reform Strategy in Urban Schools
Kenneth K. Wong
4. Inclusive Education in High Stakes, High Poverty Environments: The Case of Students with Learning Disabilities in Indiana's Urban Schools and the Graduation Qualifying Examination
Genevieve Manset and Sandra Washburn
5. Race, Restructuring, and Educational Reform: The Mayoral Takeover of the Detroit Public Schools
Barry M. Franklin
Part III. Independently Adopted Research-Based Reforms
6. Research-Based Reading Reform: The Impact of State-Funded Interventions on Educational Outcomes in Urban Elementary Schools
Edward P. St. John, Genevieve Manset, Choong-Geun Chung, Ada B. Simmons, Glenda Droogsma Musoba, Kim Manoil, and Kim Worthington
7. Comprehensive School Reform: An Exploratory Study
Edward P. St. John, Genevieve Manset, Choong-Geun Chung, Glenda Droogsma Musoba, Siri Loescher, Ada B. Simmons, David Gordon, and Carol Anne Hossler
8. Private Scholarships and School Choice: Innovation or Class Reproduction?
Carolyn S. Ridenour and Edward P. St. John
Part IV. Community-Based Reforms
9. Parental and Community Empowerment: The Chicago Model
Kathryn Nakagawa
10. Joint Ventures Between Public Schools and City Government: Implications for Community Development
Louis F. Mirón
11. Rediscovering the African-American Tradition: Restructuring in Post-Desegregation Urban Schools
Leetta Allen-Haynes, Edward P. St. John, and Joseph Cadray
Part V. A Critical-Empirical View
12. A Critical-Empirical Perspective on Urban School Reform
Edward P. St. John and Louis F. Mirón
13. Implications of the New Global Context for Urban Reform
Louis F. Mirón and Edward P. St. John
Contributors
Index