Author: Mary L. Mason Publisher: ISBN: Category : Languages : en Pages : 91
Book Description
As the City of Detroit emerges from municipal bankruptcy, the imperative for school improvement takes on an urgency rarely witnessed in a U.S. city. If the city is to experience the redevelopment boom that many now anticipate, its public schools must improve. While a variety of different reform strategies are possible, the establishment of a portfolio district in Detroit currently appears to have the greatest political salience. This report is primarily devoted to a detailed analysis of Michigan's Education Achievement Authority (EAA) which was established in 2011 to turn around the state's lowest-performing schools, starting in Detroit. An understanding of the EAA is essential for informed discussion of a Detroit portfolio district for two key reasons. First, portions of Excellent Schools Detroit's plan for a portfolio district were included in the EAA's original design, but they were not effectively implemented. Second, like the EAA, a new administrative authority for a Detroit portfolio district would face basic administrative challenges related to its financial and human resources, oversight of teaching and learning, and public accountability for its operations. It would be unfortunate if policy makers and designers failed to take full measure of the lessons learned from the EAA's experience. The EAA failed to reach its objectives because the policy was hastily and poorly designed. In this report we seek to shift the debate about the EAA from the ideologically polarized question of whether the system is "good" or "bad" to the more fruitful question of how to align policy design with worthy policy goals. This report was written first and foremost for the citizens of Detroit to explain features of state policy so that they may participate effectively in efforts to shape their local public schools. It was also written, however, for citizens of good will throughout Michigan who understand that their own public schools are now powerfully shaped by policy decisions in Lansing, who regret the divisions that have isolated Detroiters for too long, and who will support policies for the children of Detroit that they themselves would want for their own children. This is not simply an ethical issue because, with well-designed policies, the children and grandchildren of residents across Michigan may someday have a choice to live in racially and socially diverse Detroit neighborhoods anchored by excellent public schools. The following are appended: (1) Purpose of the EAA; (2) Powers of the EAA; (3) Implementing the EAS in Detroit; (4) Planned Expansion of the EAA; and (5) Appointment of New EAA Chancellor.
Author: Edward St. John Publisher: Springer ISBN: 3030190110 Category : Social Science Languages : en Pages : 334
Book Description
This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students’ academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers.
Author: Nelson Smith Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
What happens when policymakers create statewide school districts to turn around their worst-performing public schools? In Louisiana and Tennessee, Recovery School Districts (RSDs) have made modest-to-strong progress for kids and serve as national models for what the future of education governance might hold. In the Great Lakes State, the story is more complicated. In "Redefining the School District in Michigan," Nelson Smith examines the progress of the Education Achievement Authority (EAA). The EAA shares basic features with its brethren in Louisiana and Tennessee in that all three are charged with resuscitating the state's worst schools within the confines of a separate, autonomous school district. But unlike the RSD in the Bayou State--which comprises over eighty schools statewide--the EAA is so far a smaller effort; it is responsible for just fifteen schools, all in Detroit, with further expansion stymied. Like Tennessee's Achievement School District (ASD), the EAA was created in response to the Race to the Top competition. Yet it is an interesting hybrid of both existing models, combining the governance reforms of the RSD and ASD with a big push for competency-based learning. States that want to embrace this approach to school turnarounds need to create conditions that are essential to success, Fordham's report concludes. Michigan's effort--though laudable and in many ways heroic--was hobbled from the start from too many compromises and too little political support. [For "Redefining the School District in Tennessee. Part One of a Three-Part Series," see ED560000; and for "Redefining the School District in America. Part Three of a Three-Part Series," see ED559998].
Author: Kalervo N Gulson Publisher: Routledge ISBN: 0429684118 Category : Education Languages : en Pages : 219
Book Description
The ‘mobile turn’ in human geography, sociology and cultural studies has resulted in a hitherto unparalleled focus on the critical role that mobility plays in conserving and regenerating society and culture. In this instance, ‘mobility’ refers not just to the physical movement of goods and peoples, ideas and symbols; it can also be analytically applied to the technologies used to facilitate their movement. One such technology is education, which has yet to fall the under the purview of the mobility lens – something that this collection endeavours to redress. Its contributing authors, drawn from Canada, Australia, the United States and the United Kingdom, explore salient issues relating to education and mobility. These include studies of the career implications for academics of moving across borders; the impact of university study on prison populations; policy mobility and the charter school movement; affect theory and policy development in Canada; educational advertising on Sydney trains and stations; and the employment mobile approaches to track policy development and implementation. One notable feature of the mobility turn is the willingness of its adoptees to explore innovative research methods. Variously demonstrating the efficacy and cogency of autoethnography, affect theory, textual ethnography and human geography for a mobility-empowered education analytics, this collection is no exception. This book was originally published as a special issue of Critical Studies in Education.
Author: Leanne Kang Publisher: ISBN: 0807763829 Category : Education Languages : en Pages : 145
Book Description
"All across America, our largest city school districts have been rapidly and dramatically changing. From Chicago to Detroit in the Midwest to Newark and New York in the East, charter schools continue to crop up everywhere while traditional public schools are shuttered. In what remains of public schools, school boards are increasingly bypassed or suspended by state-appointed managers who are often non-local actors and public services are increasingly privatized. This book tells the story of how as early as the 1980s, reform efforts-both state and federal-have essentially transformed Detroit's school system by introducing new education players like Betsy DeVos, who have gradually eclipsed local actors for the control of schools. I argue that Detroit's embittered school wars are fought between two fronts: a dwindling regime of native school leaders and local constituents (i.e., teachers, parents, students, community activists, etc.) against the ascension of new and outside managers. It is a story that captures the greatest school organizational change since the Progressive Era"--
Author: Curran, Christina M. Publisher: IGI Global ISBN: 1522525211 Category : Education Languages : en Pages : 579
Book Description
As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in curriculum planning. The Handbook of Research on Classroom Diversity and Inclusive Education Practice is an authoritative reference source for the latest scholarly research on ways to effectively teach all students and further refine and strengthen school-wide inclusive pedagogy, methods, and policies. Featuring extensive coverage on a number of topics such as special education, online learning, and English language learners, this publication is ideally designed for professionals, educators, and policy makers seeking current research on methods that ensure all students have equal access to curricular content and the chance for growth and success.
Author: Ebony M. Duncan-Shippy Publisher: IAP ISBN: 1641136103 Category : Education Languages : en Pages : 373
Book Description
Since the late 1990s, mass school closures have reshaped urban education across the United States. Popular media coverage and research reports link this resurgence of school closures in major cities like Chicago and Philadelphia to charter school expansion, municipal budget deficits, and racial segregation. However, this phenomenon is largely overlooked in contemporary education scholarship. Shuttered Schools: Race, Community, and School Closures in American Cities (Information Age Publishing) is an interdisciplinary volume that integrates multiple perspectives to study the complex practice of school closure—an issue that transcends education. Academics, practitioners, activists, and policymakers will recognize the far-reaching implications of these decisions for school communities. Shuttered Schools features rigorous new studies of school closures in cities across the United States. This research contextualizes contemporary school closures and accounts for their disproportionate impact on African American students. With topics ranging from gentrification and redevelopment to student experiences with school loss, research presented in this text incorporates various methods (e.g., case studies, interviews, regression techniques, and textual analysis) to evaluate the intended and unintended consequences of closure for students, families, and communities. This work demonstrates that shifts in the social, economic, and political contexts of education inform closure practice in meaningful ways. The impacts of shuttering schools are neither colorblind nor class-neutral, but indeed interact with social contexts in ways that reify existing social inequalities in education.
Author: Mary L. Mason
Author: Michigan. Future of Teaching Committee
Author: Michael Addonizio
Author: Edward St. John
Author: Nelson Smith
Author: Kalervo N Gulson
Author: Arthur Bernard Moehlman
Author: Leanne Kang
Author: Curran, Christina M.
Author: Ebony M. Duncan-Shippy