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Offers an in-depth look at the Mapleton, Colorado, school district's transformation of two traditional high schools into seven small schools, each enrolling fewer than four hundred students. This even-handed account chronicles both the heartening successes and frequent frustrations of a district-wide embrace of the small school model.

For nearly two decades, education entrepreneurs have been working to transform the K-12 public education system in the United States. The nineteen cases in this book profile entrepreneurs who are pursuing opportunities to create pattern-breaking social change in US public schools - in particular, by creating high-quality educational opportunities for low-income and minority students.

When the school district of Philadelphia teamed up with the Microsoft Corporation in 2006 to redesign the American high school, the result was the School of the Future, hailed NBC News as ""next-generation education."" While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning.

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for federal, state, and local policy.

Offers an ambitious new system for evaluating, compensating, and providing professional development for school teachers and administrators. In this realigned system, new forms of accountability are introduced, but they go hand in hand with new rewards and access to enhanced forms of professional development to help educators succeed in their instructional tasks.

How It's Being Done offers direct and much-needed help to educators, providing in-depth accounts of the ways in which unexpected schools--those with high-poverty and high-minority student populations--have dramatically boosted student achievement and diminished (and often eliminated) achievement gaps. How It's Being Done builds on Karin Chenoweth's widely hailed "It's Being Done," providing more detailed and specific information about how such schools have exceeded expectations and met with unprecedented levels of success. An invaluable contribution to the literature on school reform, How It's Being Done thoroughly explores how once-struggling schools have exceeded expectations and reached levels of student achievement that all schools--and the nation as a whole--need to attain in the twenty-first century. "If ever there were a book on education that should be read, it is certainly this one....Chenoweth shows us what it takes to beat the odds against adversity and improve student learning and achievement in schools serving disadvantaged children." -- from the forward by Pedro Noguera, professor of teaching and learning, Steinhardt School of Culture, Education, and Human Development, New York University "This encouraging and important book is, above all, a good read. Karin Chenoweth is a thoughtful observer, a keen analyst, and a good storyteller." -- John Merrow, education correspondent, The NewsHour with Jim Lehrer, and president, Learning Matters "How It's Being Done is a must-read for teachers and administrators who are currently struggling to help disadvantaged and at-risk students. There are invaluable lessons and practical strategies for all educators. I believe that all teachers will take away suggestions that will help them become better teachers." -- Paul F. Cain, mathematics and physics teacher, Ysleta High School, El Paso, Texas, and 2008 Texas Teacher of the Year "The schools in How It's Being Done exhibit the same hopeful pattern for successful schooling: teachers and leaders who formulate--and then actually teach to--clear, essential standards; who shun worksheets and movies and who work together to ensure that all students are taught effectively every day, regardless of who their teacher is. This (all too rare) combination cannot fail." -- Mike Schmoker, author of Results NOW: How We Can Achieve Unprecedented Improvements in Teaching and Learning Karin Chenoweth is a longtime education writer who currently writes for The Education Trust. She wrote a regular column on schools and education for the Washington Post and was a senior writer and executive editor for Black Issues in Higher Education (now Diverse). She is the author of "It's Being Done" (Harvard Education Press).

Tells the compelling story of the Montgomery County (Maryland) Public Schools and its transformation - in less than a decade - into a system committed to breaking the links between race and class and academic achievement. In chapters organised around six core themes, the authors lay out the essential elements of MCPS's success.

Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice. In this book, leading scholars in the field examine the available research on the use of evidence in education and provide suggestions for strengthening the research-to-practice pipeline.

Reorients discussions about school reform by moving away from "whole school” solutions to customized services and products. While the best-known entrepreneurial efforts have sought to fix problems at a school wide level, this volume looks at "how providers might use new tools to deliver or customize services that do not conform to conventional [school] policies or structures.” It surveys the current landscape of customised entrepreneurial activity in education, looks closely at particular customized innovations by schools and education entrepreneurs, and addresses persistent concerns that arise in connection with customized reforms.

A uniquely practical, insightful, and jargon-free volume, Adolescents at School points to ways to foster the success of every student in our schools and classrooms. Drawing from the perspectives of teachers researchers, and administrators - and adolescents themselves - it examines the complex, changing identities young people manage while they confront the challenges of school.

Tells the stories of eight very different schools following the Data Wise process of using assessment results to improve teaching and learning.

Addresses crucial questions about how to create full access to the general education curriculum for children with disabilities. Based on years of research and innovation at CAST (The Center for Applied Special Technology), the book provides a helpful overview of the digital solutions that are at the forefront of efforts to create universal access.

Teaching by the case method has the potential to affect profoundly the way that teachers, students, and professionals approach the learning process. This companion volume includes detailed teaching notes on each case in the coursebook, with an emphasis on making cases drawn from other disciplines relevant to education administrators.

Reviews the most recent and accurate data on graduation and dropout rates in American eduction, explores the reasons that young people drop out of school, and presents the most promising models for helping high school students graduate with their peers. This book is a call to action for educators, advocates, and policymakers alike.

Minding the Gap argues that in today's highly competitive, global economy, all young people need a postsecondary education. Yet only one in ten students from the lowest economic quintile in the United States currently earns a postsecondary credential. This timely and instructive book from Jobs for the Future explores policies and practices that would quickly enable a larger number of low-income and first-generation college students to earn postsecondary degrees. In doing so, Minding the Gap calls for a system that thoroughly integrates secondary and postsecondary education--a system in which a college degree is the goal for all students. "Minding the Gap is an invaluable resource for policymakers and practitioners interested in eliminating the gap between secondary and postsecondary education. It focuses on those factors that must be addressed if the gap is to be eliminated: the lack of coordination between secondary and college curricula; dramatically different approaches to funding for public schools and higher education; and the lack of coordinated data systems spanning the educational continuum, from kindergarten through college. This is a 'mustread' for all those interested in increasing the number of American college graduates." -- Freeman A. Hrabowski III, President, University of Maryland, Baltimore County "This comprehensive collection offers a bracing examination of the anachronistic divide that separates K-12 schooling and higher education, to the detriment of both. It explains how this state of affairs came about, why it's a problem, and what can be done about it. The contributors provide concrete and concise guidance on implementation, promising models, policy, data systems, and financial aid. This is an important book for educators and reformers serious about reinventing high school and tearing down the barriers to college access." -- Frederick M. Hess, Director of Education Policy Studies, American Enterprise Institute "In today's economy, a college education is a must for every citizen. Minding the Gap shares innovative strategies for improving the delivery system of college so it is affordable and attainable for every child in America." -- Mike Easley, Governor of North Carolina "Minding the Gap highlights the importance of raising the bar for high school and postsecondary education in the United States. Most important, it acknowledges that we must do a better job of reaching out to underserved and low-income communities to raise the educational level of their students and to provide them with the critical skills needed for the future global workforce." -- Charles B. Reed, Chancellor, California State University Edited by Nancy Hoffman, Joel Vargas, Andrea Venezia, and Marc S. Miller

Entrepreneurship has emerged in recent years as an unprecedented and influential force in education. In Educational Entrepreneurship contributors offers articles on the nature of educational entrepreneurship; the political, policy, and legal contexts that face educational entrepreneurs; models of entrepreneurial activity; and possible future directions for educational entrepreneurs.

Presents a vision of "smart education systems" that link a highly functioning and effective school district with a comprehensive and accessible web of supports for children, youth, and families. The book describes ways that urban districts around the country are becoming ""smarter"" and outlines the components of a smart education system.

Explores the inequities experienced by minority schoolchildren in special education. These issues are examined as problems in their own right, and as reflections of persistent racial inequities in public education. Racial Inequity in Special Education describes the scope of these problems, and provides a comprehensive review of attempts to address these complex issues.

By 2040, more than 30 percent of students in the United States will be immigrants or the children of immigrants. What factors can help these young people thrive in school, despite the many obstacles they face? And how can school staff best support immigrant students' academic and personal success? In Portraits of Promise, educators hear from the ultimate experts--successful newcomer students who have been in the United States for five years or less. Drawing on the students' own stories, the book highlights the kinds of support and resources that help students engage positively with school culture, establish supportive peer networks, form strong bonds with teachers, manage competing expectations from home and school, and navigate the challenges of high-stakes testing and the college application process. Youth Development and Education Series "Portraits of Promise investigates the question of immigrant students' success from the vantage point of crucial developmental tasks and skills. Written in an accessible, journalistic style, the book will appeal to high school and college teachers, the general public, and the immigrant community itself. This empirical, asset-based account of immigrant youth adaptation is profoundly needed in our field." -- Angela Valenzuela, professor, Education Policy & Planning Program at The College of Education, University of Texas at Austin "This book promises to be an important resource for educators. Immigrant students are a generally voiceless community, and Michael Sadowski provides a great service in allowing these young people the opportunity to speak and advocate for themselves." -- Sonia Nieto, professor emerita, University of Massachusetts, Amherst "Portraits of Promise provides poignant insight into the educational experiences of academically successful immigrant students. Informed by the perspectives of students themselves, the book eloquently describes the challenges and obstacles immigrant students face. I commend Michael Sadowski for providing practical recommendations for educators to nurture the strengths that immigrant students already possess in order to support their academic success." -- William Perez, associate professor, Claremont Graduate University Michael Sadowski is an assistant professor of education at Bard College. He is the editor of Adolescents at School: Perspectives on Youth, Identity, and Education and Teaching Immigrant and Second-Language Students: Strategies for Success, and the author of In a Queer Voice: Journeys of Resilience from Adolescence to Adulthood.

In recent years there has been heightened interest in Universal Design for Learning (UDL), particularly within the worlds of education policy and practice. As a framework that reduces barriers and maximizes learning opportunities for all students, UDL provides a powerful and comprehensive answer to the growing call for more "personalized" curricular materials that can accommodate the full diversity of learners and teachers within the education system. This book considers the major research areas that underlie UDL and call out for further exploration in the years ahead. Each of the book's six chapters includes a groundbreaking article that is centrally related to the larger UDL project, along with reflections on that article by contemporary researchers. As David H. Rose notes in his afterword, "The authors of this collection have set out to do more than revitalize and illuminate the foundations of UDL. They have set out also to prepare the field--to set the context--for the kind of research that needs to come now." "As this rich collection illustrates, UDL represents a commitment to facilitating genuine transdisciplinary collaboration, linking research to practice, and acknowledging complexity and diversity with rigor and integrity. As such, UDL has the potential for transforming education by creating learning environments that acknowledge, honor, and support diversity. This important volume explores in depth the research underpinning UDL. I know that I will return to it again and again." -- Paul B. Yellin, associate professor of pediatrics, NYU School of Medicine, and director, The Yellin Center for Mind, Brain, and Education "This compilation of intriguing readings--both classic and contemporary--is informative, insightful, and engaging. The readings and their commentaries provoke critical inquiries into the nature of learning for all children and highlight the ways in which the principles of UDL emerge from a deep understanding of these dynamic learning processes." -- Penny Hauser-Cram, professor, Lynch School of Education, Boston College Gabrielle Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose work at CAST, the Center for Applied Special Technology.

"The United States today is a suburban nation that thinks of race as an urban issue, and often assumes that it has been largely solved", write the editors of this groundbreaking and passionately argued book. They show that the locus of racial and ethnic transformation is now clearly suburban and illustrate patterns of demographic change in the suburbs with a series of rich case studies.

"By nearly every measure, Americans are less engaged in their communities and political activity than generations past." So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of "creative destruction"--when schools are closing and opening in response to reform mandates--is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship. Making Civics Count offers research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary. "This collection of state-of-the-art essays advances the discussion of civics from noble aspiration to empirical evidence and pedagogical practice. The authors, all noted scholars, have shown us how to improve civic education and--in the process--how to strengthen our democracy. It's time for policymakers to pay attention." -- William A. Galston, Ezra Zilkha Chair in Governance Studies, The Brookings Institution "Making Civics Count models a brilliant alternative to the ideological polarization and paralysis that dominates civic education discourse. Campbell, Levinson, Hess, and the other contributors to this volume hail from across the political spectrum but share a critical commitment to reinvigorate dialogue around civic education. They seek not consensus but spirited engagement--with ideas, with solid empirical data, and with visions for a more robust democracy. This is an important book for scholars, policymakers, and anyone interested in civic education's future." -- Joel Westheimer, university research chair, sociology of education, University of Ottawa "This compelling and persuasive book shows that an open climate for discussion of current issues, teachers' preparation across subject areas, and the new digital media can help foster a vision of democracy and counter prevailing inequality." -- Judith Torney-Purta, professor of human development, University of Maryland David E. Campbell is professor of political science at the University of Notre Dame and founding director of the Rooney Center for the Study of American Democracy. Meira Levinson is an associate professor at the Harvard Graduate School of Education. Frederick M. Hess is resident scholar and director of education policy studies at the American Enterprise Institute.

The Futures of School Reform represents the culminating work of a three-year discussion among national education leaders convened by the Harvard Graduate School of Education. Based on the recognition that current education reform efforts have reached their limits, the volume maps out a variety of bold visions that push the boundaries of our current thinking. Taken together, these visions identify the leverage points for generating dramatic change and highlight critical trade-offs among different courses of action. The goal of this book is not to present a menu of options. Rather, it is to surface contrasting assumptions, tensions, constraints, and opportunities, so that together we can better understand--and act on--the choices that lie before us. "Our country is faced with an absolutely frightening crisis and challenge: we must radically improve our education system or our children will simply be unable to compete in the global economy. The diverse voices in this book demonstrate that there is no single solution, but the writers are united in their urgency. This eye-opening book should be required reading for educators and policy makers across America." -- Geoffrey Canada, president and CEO, Harlem Children's Zone "Essays in this volume do more than add another layer to the contemporary school reform debate. The book's unique contribution is the mixture of alternatives that it offers for the future of American school reform." -- Pasi Sahlberg, director general of CIMO in Finland, and author of Finnish Lessons "American education is at a crossroads. In The Futures of School Reform, Mehta, Schwartz, and Hess present six essays on education reform strategies that will spark a provocative discussion on how to transform our education system." -- Jeb Bush, governor of Florida from 1999-2007, and chairman of the Foundation for Excellence in Education "Most literature on education reform is like a lighthouse, shining a beacon from a distant, perhaps unreachable place. This book offers readers a compass to point the way forward. It sets the true north for improvement in this most important American institution." -- John Deasy, superintendent, Los Angeles Unified School District Jal Mehta is an assistant professor at the Harvard Graduate School of Education. Robert B. Schwartz is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education. Frederick M. Hess is a resident scholar and director of education policy studies at the American Enterprise Institute.