Harvard Educational Review
  1. Fall 2006 Issue »

    Implementing Small Theme High Schools in New York City

    Great Intentions and Great Tensions

    Jacqueline Ancess and David Allen
    In this article, Jacqueline Ancess and David Allen use New York City as a case study to examine the promises and the perils of the small high school reform movement that is sweeping the nation. They analyze the varying extent to which New York City’s small high schools have implemented curricular themes in order to promote academic quality and equity. After identifying a wide range in the level of theme implementation in the city’s small schools, Ancess and Allen suggest that small theme high schools have the potential to boost student engagement and achievement. However, the authors also express concern about the manner in which curricular themes may serve as socioeconomic, academic, or racial codes that threaten to merely repackage old patterns of school stratification and segregation.

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    Fall 2006 Issue

    Abstracts

    Sexuality Education and Desire
    Still Missing after All These Years
    Michelle Fine and Sara McClelland
    What Community Participation in Schooling Means
    Insights from Southern Ethiopia
    Jennifer Swift-Morgan
    The Aspira Consent Decree
    A Thirtieth-Anniversary Retrospective of Bilingual Education in New York City
    Luis O. Reyes
    Implementing Small Theme High Schools in New York City
    Great Intentions and Great Tensions
    Jacqueline Ancess and David Allen

    Book Notes

    Teaching by Heart
    By Sara Day Hatton

    Raising Biracial Children
    By Kerry Ann Rockquemore and Tracey Laszloffy

    Critical Perspectives
    Edited by Caron Atlas and Pam Korza

    Three Magic Letters
    By Michael T. Nettles and Catherine M. Millett