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Author: Erika M. Kitzmiller
Publisher: University of Pennsylvania Press
ISBN: 0812298195
Category : Education
Languages : en
Pages : 329
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Book Description
The Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way? Erika M. Kitzmiller links the saga of a single high school to the history of its local community, its city, and the nation. Through a fresh, longitudinal examination that combines deep archival research and spatial analysis, Kitzmiller challenges conventional declension narratives that suggest American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. The book argues that urban schools were never funded adequately. Since the beginning of the twentieth century, urban school districts lacked the tax revenues needed to operate their schools. Rather than raising taxes, these school districts relied on private philanthropy from families and communities to subsidize a lack of government aid. Over time, this philanthropy disappeared leaving urban schools with inadequate funds and exacerbating the level of educational inequality.
Author: Erika M. Kitzmiller
Publisher: University of Pennsylvania Press
ISBN: 0812298195
Category : Education
Languages : en
Pages : 329
Get Book
Book Description
The Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America. In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way? Erika M. Kitzmiller links the saga of a single high school to the history of its local community, its city, and the nation. Through a fresh, longitudinal examination that combines deep archival research and spatial analysis, Kitzmiller challenges conventional declension narratives that suggest American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. The book argues that urban schools were never funded adequately. Since the beginning of the twentieth century, urban school districts lacked the tax revenues needed to operate their schools. Rather than raising taxes, these school districts relied on private philanthropy from families and communities to subsidize a lack of government aid. Over time, this philanthropy disappeared leaving urban schools with inadequate funds and exacerbating the level of educational inequality.
Author: Debra Meyers
Publisher: Rowman & Littlefield
ISBN: 9780739133972
Category : Education
Languages : en
Pages : 288
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Book Description
Inequity in Education represents the latest scholarship investigating issues of race, class, ethnicity, religion, gender, and national identity formation that influenced education in America throughout its history. Targeting sophisticated undergraduates along with graduate students and specialists, this exciting new collection will capitalize on the growing interest in the historical foundations of the problems facing our schools today. This collection of cutting-edge essays and primary source documents represents a variety of theoretical and methodological perspectives that will appeal to both social and cultural historians as well as those who teach education courses, including introductory surveys and foundations courses.
Author: Ben Kirshner
Publisher: NYU Press
ISBN: 1479861316
Category : Education
Languages : en
Pages : 250
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Book Description
Winner, 2016 Best Authored Book presented by the Society for Research on Adolescence Diverse case studies on how youth build political power during an era of racial and educational inequality in America This is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book’s case studies analyze what these experiences mean for young people and why they are good for democracy. What is youth activism and how does it contribute to youth development? How might collective movements of young people expand educational opportunity and participatory democracy? The interdependent relationship between youths’ political engagement, their personal development, and democratic renewal is the central focus of this book. Kirshner argues that youth and societal institutions are strengthened when young people, particularly those most disadvantaged by educational inequity, turn their critical gaze to education systems and participate in efforts to improve them.
Author: Elizabeth McGhee Hassrick
Publisher: University of Chicago Press
ISBN: 022645665X
Category : Education
Languages : en
Pages : 245
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Book Description
The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality.
Author: Donald B. Holsinger
Publisher: Springer Science & Business Media
ISBN: 9048126525
Category : Education
Languages : en
Pages : 609
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Book Description
Inequality in Education: Comparative and International Perspectives is a compilation of conceptual chapters and national case studies that includes a series of methods for measuring education inequalities. The book provides up-to-date scholarly research on global trends in the distribution of formal schooling in national populations. It also offers a strategic comparative and international education policy statement on recent shifts in education inequality, and new approaches to explore, develop and improve comparative education and policy research globally. Contributing authors examine how education as a process interacts with government finance policy to form patterns of access to education services. In addition to case perspectives from 18 countries across six geographic regions, the volume includes six conceptual chapters on topics that influence education inequality, such as gender, disability, language and economics, and a summary chapter that presents new evidence on the pernicious consequences of inequality in the distribution of education. The book offers (1) a better and more holistic understanding of ways to measure education inequalities; and (2) strategies for facing the challenge of inequality in education in the processes of policy formation, planning and implementation at the local, regional, national and global levels.
Author: Daniel J. Losen
Publisher: Harvard Education Press
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Commissioned by The Civil Rights Project at Harvard, this text examines racial inequity in special education, with an emphasis on the experiences of African American children. Eleven contributions from educators and researchers discuss issues such as the overrepresentation of minority children in special education, racial disparities in funding, and the implications of the Corey H. lawsuit to desegregate students with disabilities in Chicago. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Wisdom, Sherrie
Publisher: IGI Global
ISBN: 1522591109
Category : Social Science
Languages : en
Pages : 556
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Book Description
In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.
Author: Jennifer A. O'Day
Publisher:
ISBN: 9781682533642
Category : Education
Languages : en
Pages : 0
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Book Description
CHOICE Outstanding Academic Title 2021 Drawing on decades of research, policy, and practice, Jennifer A. O'Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision.
Author: Susan C. Bon
Publisher: Information Age Publishing
ISBN: 9781681231747
Category : Education
Languages : en
Pages : 0
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Book Description
A volume in Law & Education series Series Editors: Jeffrey C. Sun, University of Louisville and Susan C. Bon, University of South Carolina Policies intended to shape student achievement and access at schools and colleges have changed significantly over the past decade. No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions. Similarly, state policies in terms of school funding, school choice, teacher qualifications, student bullying, and other measures have added another layer of complexity to the education law and policy dialogue particularly when addressing matters of education inequality. These emergent policies beget the question: how have these policies contributed to easing the effects of educational inequality? The purpose of this book is to examine the role of law as potentially countering or impeding desirable education reforms, and it calls on readers to consider how policymakers, lawyers, social scientists, and educators might best alter the course in an effort to advance a more just and less unequal educational system.
Author: Linda F. Nathan
Publisher: National Geographic Books
ISBN: 0807041823
Category : Education
Languages : en
Pages : 0
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Book Description
Examines major myths informing American education and explores how educators can better serve students, increase college retention rates, and develop alternatives to college that don’t disadvantage students on the basis of race or income Each year, as the founding headmaster of the Boston Arts Academy (BAA), an urban high school that boasts a 94 percent college acceptance rate, Linda Nathan made a promise to the incoming freshmen: “All of you will graduate from high school and go on to college or a career.” After fourteen years at the helm, Nathan stepped down and took stock of her alumni: of those who went to college, a third dropped out. Feeling like she failed to fulfill her promise, Nathan reflected on ideas she and others have perpetuated about education: that college is for all, that hard work and determination are enough to get you through, that America is a land of equality. In When Grit Isn’t Enough, Nathan investigates five assumptions that inform our ideas about education today, revealing how these beliefs mask systemic inequity. Seeing a rift between these false promises and the lived experiences of her students, she argues that it is time for educators to face these uncomfortable issues head-on and explores how educators can better serve all students, increase college retention rates, and develop alternatives to college that don’t disadvantage students on the basis of race or income. Drawing on the voices of BAA alumni whose stories provide a window through which to view urban education today, When Grit Isn’t Enough helps imagine greater purposes for schooling.
