Education Reform in New York City Ambitious Change in the Nation’s Most Complex School System

Edited by Jennifer A. O’Day, Catherine S. Bitter, and Louis M. Gomez
paper, 368 Pages
Pub. Date: Apr 2011
ISBN-13: 978-1-934742-83-9
Price: $29.95

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cloth, 368 Pages
Pub. Date: Apr 2011
ISBN-13: 978-1-934742-84-6
Price: $49.95

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Written in an accessible style by highly respected scholars, the papers in this volume document and analyze particular components of the Children First reforms, including governance, community engagement, finance, accountability, and instruction.


Praise

This is an important book. Its breadth does justice to the ambition and complexity of New York City’s Children First reforms, as seen through the perspectives of both critics and advocates. Let the debates continue and enrich other communities wrestling with the challenge of turning around urban schools. — Andrés A. Alonso, CEO, Baltimore City Public Schools

An extraordinary analysis of the New York reform effort: the volume is respectful of the scope and intensity of the Bloomberg-Klein reforms, yet it penetrates the hype. These collected chapters present big city education reform in their true light: as very hard work requiring years of sustained effort. If you want feel-good fairy tales about Gotham, read elsewhere. If you want compassionate truth, read this book. — Charles Taylor Kerchner, professor, Claremont Graduate University

This outstanding volume provides a highly engaging and thorough look at a critical era in New York City’s public schools. The authors clearly articulate distinct approaches to systemic reform while highlighting the interconnections between them. Education Reform in New York City offers insights applicable to reform efforts all over the country. — Ellen Moir, CEO, New Teacher Center

Education Reform in New York City provides clear and comprehensive analyses of an extremely complex set of very high-profile reforms. It also provides a template for analyzing multipart, interrelated efforts that escape easy characterization and appraisal. The authors have done a splendid job of bringing clarity to a complicated story. — Susan H. Fuhrman, president, Teachers College, Columbia University

About the Author

Jennifer A. O'Day is a managing research scientist at the American Institutes for Research and director of the New York City Education Reform Retrospective project. Catherine S. Bitter is a senior research analyst at the American Institutes for Research. Louis M. Gomez is the Helen P. Faison Professor of Urban Education at the University of Pittsburgh.


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