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1.
The objective of this article is to critically examine a school reform effort that has taken hold in New York City over the past seven years. A largely privately funded venture, the New Century Schools Initiative (NCSI), opened hundreds of new small high schools in poor urban communities in New York City starting in 2002. The theory behind opening small schools on a such a large scale has come from market principles of competition and consumer choice. By flooding the market with hundreds of schools, competition for students would, in turn, drive up the quality of the schools. Although support appears to be ubiquitous for the market-based reforms in New York City, this article argues that we need to look critically at reforms like NCSI, especially with the recent failure of market-driven policies to deliver on their promises. Using neoliberalism as a conceptual framework, this article asks two main questions: (a) How do neoliberal school reform policies play out in individual schools? and (b) To what extent do neoliberal policies contribute or detract from educational equity?  相似文献   

2.
This article explores the application of Whitaker, King, and Vogel's (2004) best practices for the implementation of partnerships regarding school leadership preparation programs in 3 school district–university collaboratives located in urban settings with large minority student populations. The 3 partnerships studied include the Nashville Metropolitan School District and Vanderbilt University (Nashville, TN), Prince George's County Public Schools and Howard University (Washington, DC, and Upper Marlboro, MD), and the San Diego Unified School District and San Diego State University (San Diego, CA). Five elements of Whitaker's best practices for implementing school district–university school leadership preparation programs were used to determine the extent to which the 3 partnerships were aligned with best practice. Document analysis was used to analyze the materials related to the 3 programs. Findings indicate that the 3 partnerships have successfully implemented 3 of the 5 best practices. Exemplary collaboration has occurred (a) in the development of high-quality curriculum and delivery of instruction and (b) the commitment of the partnerships to provide support to the participants through advising and other forms of assistance.  相似文献   

3.
In 2002 Michael Bloomberg took office as Mayor of New York City and, over the next 12 years of his administration, oversaw a series of sweeping reforms in order to ‘fix’ the broken education system which he believed he had inherited. This paper details the key policy reforms in New York City’s public school system during this period, assessing the extent to which the reforms were successful and what can be learnt from a policy perspective for other urban education systems. It outlines the radical programme of school closure, structural reform, and the introduction of new measures of accountability and autonomy, concluding that reform in New York City can be grouped into four categories: leadership; structure and schools; accountability; and teachers. While a lack of targeted evaluation means that it is not possible to prove causation, it nonetheless shows that there is a correlation between this set of reforms and the fact that by 2013 New York City’s performance on national tests placed it amongst the best urban school districts in America when compared with other cities serving similar populations.  相似文献   

4.
State and federal accountability reforms are putting considerable pressure on schools to increase the achievement of historically low-performing groups of students and to close test score gaps. In this article, we exploit the differences among the large number of elementary schools in New York City to examine how much schools vary in the efficiency of the education they provide to subgroups. In addition, we examine the extent to which observable school characteristics can account for the variation that exists. We find that New York City elementary schools vary in how well they educate poor students compared to nonpoor students and Asian and White students compared to Black and Hispanic students. The disparities in school efficiency measures between boys and girls are lower than for the other subgroups. There is no conclusive evidence about which school resources and characteristics are associated with more or less efficient education across all subgroups.  相似文献   

5.
美国博物馆学校是馆校合作深入的产物,提高了对博物馆资源的利用效率,降低了社会的教育成本。它与普通学校教育相比有着自己的运行特点和优势,不仅是对学校和博物馆这两种文化机构资源的整合,更是这两种文化机构适应时代发展做出的反应。其对新的教学方式的探究和应用,一直走在当今美国教育改革的前沿。通过对美国明尼苏达州科技馆学校、纽约市博物馆学校和圣地亚哥儿童博物馆小学这三所比较有代表性的博物馆学校个案的解析,归纳总结出美国博物馆学校的运行特点：办学特色突出,充分利用博物馆的资源;结合正式教育和非正式教育的优势,以促进学生发展为目的;课程设置灵活,鼓励教学方式创新;管理架构开放,交流渠道顺畅。  相似文献   

6.
Districts and schools are becoming increasingly attracted to externally developed reforms for their potential to raise students' test scores and, to a lesser extent, to increase schools' capacity for change. However, the implementation process of these externally developed reform designs is not well understood. This article uses data collected in a study of 13 multicultural, multilingual elementary schools, each implementing one of six externally developed designs, to examine the implementation process from an interactive perspective. All 13 schools are located in the same district, Sunland County Public Schools. Using a sociological framework of design implementation, the article analyzes the ways in which the state, district, design teams, and schools interacted to support some reforms and weaken others. More specifically, it examines several dialectically constructed factors (e.g., "measured merit" or "curricular fit") to see how these factors were created through the interaction of the different arenas and how they shaped the reform implementation. The article concludes that, although schools and design team actions influenced the ways the designs were received within the school, state and district forces were more important in determining the overall success or failure of the designs.  相似文献   

7.
黄浪萍 《比较教育研究》2006,27(8):73-77,87
20世纪80年代后期至今,纽约市公立学校的第2学区进行了一场教学改革,数学教科书采用以建构主义为理论基础的CMP,在教学上强调合作学习.教改迫使学生以一种全新的方法来学习数学,同时,数学教师参加了长期的强制性在职培训;教改的效果尚无定论,因为在实施"纽约州新标准考试"的7年中(1999-2005年),全学区8年级数学成绩达标学生人数几经起伏.  相似文献   

8.
A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in 9 high-poverty elementary schools. Data were collected using a literacy observation tool adapted from prior research. The study found a prevalent focus on reading comprehension instruction and on students' active engagement in making meaning from text. Teachers' use of higher-level questions and discussion about text were substantially higher than that found by a prior study using the same instrument in similar classrooms elsewhere. Hierarchical Linear Modeling analyses of instruction and student outcome data indicate that teacher practices related to the higher-level meaning of text, writing instruction, and strategies for accountable talk were associated with growth in students' reading comprehension.  相似文献   

9.
As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional development, school staff's conceptions of what makes professional development effective, and detailed data on professional development experiences from 100 elementary teachers, we explore the extent to which characteristics of effective professional learning align with what is actually taking place in schools. We also examine relationships between professional development characteristics and teachers' use of instructional practices that have been shown to predict student growth in reading comprehension. We find that professional development characterized by an emphasis on content and curriculum and that incorporates coaching is related to a higher frequency of this type of instruction.  相似文献   

10.
The purpose of this research was to examine school reform at a local level. Our analysis centered on the impact that the Accelerated Schools model had on two inner-city elementary schools in New Orleans. Key to our interpretation was addressing prevalent social issues, including poverty, racism, and single-parent families, embedded in everyday life in urban communities. The findings illuminate the need to resolve racial, social, and ideological conflicts for school change to take root in inner-city schools.  相似文献   

11.
Literature on school reform has emphasized the need for principals to expand beyond their traditionally administrative role and become instructional leaders. This article examines the relationship between the practice of site-based instructional leadership and the professional development that teachers received in the context of a district-wide reform effort in San Diego City Schools. Using data from teacher surveys and school-based interviews, we find a connection between aspects of principal instructional leadership (coherent school-wide vision and leaders' engagement in instructional improvement) and selected research-based characteristics of effective teacher professional development (coherence and focus on content and curriculum). We conclude by addressing some of the tensions and limitations associated with a particular vision for site-based instructional leadership.  相似文献   

12.
This paper documents the initial process by which a San Diego middle school, located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions, restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships between the charter organizers, the school district, and its superintendent illustrate the often contentious process of community mobilization and deliberation. The involvement of faculty from the University of California San Diego and community groups as contributing partners enhances our understanding of the creation of educational reforms or the transformation of passion into practice.  相似文献   

13.
The Integrating and Segregating Effects of School Choice   总被引：1，自引：1，他引：0  
We evaluate the integrating and segregating effects of three distinct school choice programs in San Diego. We go beyond the traditional question of racial integration and examine the integration of students by test scores, parental education levels, and language status. In addition to measuring the net integrative effects of school choice, we also examine the underlying motives behind student participation in school choice programs and the limiting influence of supply-side constraints. Two of the programs that we consider are rooted in 1970s integration-based reforms that provide public transportation for program participants. The third program is a state-mandated, open-enrollment program that requires participants to find their own transportation to and from their choice schools. We find that the two programs with underlying integrative objectives do indeed integrate the district, but the open-enrollment program segregates the district along most dimensions. Provision of busing and geographic preferences appear to be important factors in promoting integration.  相似文献   

14.
This study evaluated the scale‐up of a Safe & Civil Schools Foundations: Establishing Positive Discipline Policies positive behavioral interventions and supports initiative through 4 years of “real‐world” implementation in a large urban school district. The study extends results from a previous randomized controlled trial that established the effectiveness of the Safe & Civil Schools program in 32 elementary schools in the same district. This study emphasizes the application and evaluation of the program in regular district schools. Four‐year results indicate that elementary, middle, and high schools experienced moderate but steady improvements in (a) school discipline, (b) student safety policy and training, (c) staff perceptions of student behavior, and (d) student suspension and chronic tardiness rates. With few exceptions, improvements occurred after schools began Safe & Civil Schools Foundations training, and more years of training were associated with larger cumulative improvements in school and student outcomes. Given that similar effects were observed in schools with and without random assignment of training, and only after training began, we concluded that the improvements stem from Safe & Civil School's Foundations training.  相似文献   

15.
Ian M. Mette 《Interchange》2013,43(4):317-342
This study explores the neoliberal agenda of turnaround school reform efforts in America by examining the application and transformation of a Midwest State Turnaround Schools Project for the public school system. Perceptions of administrators and state-level policy actors are considered. Data were collected from 13 participants during the implementation of the statewide turnaround program and the analysis focused on the neoliberal ideology during the implementation of the State Turnaround Schools Project. Corporate infiltration and funding leverage reflect the sticky web of policymakers and private corporations and their influence. District communication, support, and shared accountability underscore important lessons in leadership for turnaround school programs. Successful schools transformed the turnaround policy implementation by involving communities and restructuring their school district. However, the neoliberal agenda revealed the impact of government labeling, restructuring, and reallocating resources for under-performing schools and unveiling the infiltration of private corporations behind turnaround policy and student achievement. This alarming finding points to how turnaround school policy implementation weakens control of democratically elected authorities and stagnates critical thinking that challenges the interests behind turnaround school policy.  相似文献   

16.
Abstract

Prior to the 2012–13 school year, New York and many other states underwent changes to their accountability systems as a result of applying for and being granted waivers from the requirements of the No Child Left Behind Act of 2001. A key component of these new accountability systems, under what is known as ESEA Flexibility or NCLB Waivers, was the designation of the lowest performing 5% of Title I schools as priority schools with the goal of improved performance within three years of receiving their designation. The priority school policy included elements of both accountability and school turnaround to try to improve student outcomes in low performing schools. This study examines the extent to which elementary and middle priority schools in New York State improved in the three years since being designated priority schools. By the end of the 2014–15 school year—the third year of three to show improvement—I find elementary and middle priority schools did not show improvement and, in fact, performed worse than schools just above the cutoff for determining priority school eligibility.  相似文献   

17.
This article examines a recent reform effort that has opened hundreds of small high schools in poor urban communities in New York City, The New Century Schools Initiative (NCSI). Founders hoped that the small schools strategy would create personalized environments where relationships could develop between teachers and students, leading to improved outcomes for poor students and students of color. Looking at three of the NCSI high schools in the Bronx, this ethnographic study reveals that small schools size does not always lead to relationship-building between teachers and students. Teachers need support and training which is currently missing from NCSI’s theory of action. The study suggests that NCSI can be strengthened with incentives and support for teachers to develop relationships with their students.  相似文献   

18.
This study examines the relationship between race and performance on two nationally standardized reading tests. The appropriate reading tests of the Iowa Test of Basic Skills and Metropolitan Achievement Battery were administered to all fourth and sixth-grade students in all elementary schools of an urban school district near New York City. Although white pupils earned higher scores than nonwhite pupils on both tests, the Metropolitan produced significantly greater differences between the races than the Iowa, at both grade levels. Factorial analysis of variance confirmed the statistical significance of these differences. Implications of Race X Test (suggesting S.E.S. X Test) interaction effects for program evaluation and instruction are briefly discussed.  相似文献   

19.
This paper reviews New York City Mayor Michael Bloomberg’s education reform agenda, ‘Children first’, in the light of organizational theory. I argue that this reform agenda reflects both coercive and mimetic isomorphism, as Bloomberg uses mayoral control to apply business concepts and practices to New York City’s public school system. Through participant observation in a New York City classroom and the use of secondary data, I highlight those elements of school life that thwart the standardization so essential to the mayor’s reform effort, specifically the dominant myths and fictions held by teachers.  相似文献   

20.
学校变革成本分析——以政府主导型变革为例   总被引：1，自引：0，他引：1  
学校变革成本是学校在进行变革时所支付的与变革相关资源的价值总和.不同的变革方式涉及的成本类型是不同的.政府主导型学校变革是目前我国中小学变革的一种主导方式,具有"强制性"和"渐进性"特征.随着我国市场经济的日趋成熟及各种体制改革的深入,具有"渐进性"特征的"强制性与诱致性"结合的过渡型学校变革方式以及具有"渐进性、诱致性"特征的学校自主变革将成为学校变革的最佳选择.  相似文献   

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