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Armed with real-world examples and out-of-the-box ideas, this challenges conventional thinking about school budgeting and offers a compelling way forward for school superintendents, central office leaders, building principals, and school board members.

Presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach and share strategies for avoiding pitfalls. The central chapters feature sample courses illustrating how EL content can be incorporated into standard courses and across subject areas and topics.

This timely and thoughtful book provides multiple perspectives on closing achievement gaps. It examine the conditions, both in and out of school, that lead to achievement gaps, and explores measures for addressing these gaps - measures that, individually and in concert, will prove crucial to any meaningful effort to alleviate these profound disparities.

This timely book brings together a remarkable group of authors who examine the federal role in education policy and reform during the past fifty years.

In a diverse school with many disabled students, Bill Henderson became a blind principal and a leader of equity. The Blind Advantage explores his journey, why his condition made him a stronger leader, and how he helped students and teachers succeed.

Educators have argued that students should be at the center of learning, constructing new knowledge based on what is interesting to them, and receiving guidance in classrooms--or anywhere they may happen to be--from adults with whom they have positive relationships. Now, with the advent of new technologies, researchers are confirming the value of this approach by showing how the human brain and memory work in response to different environments, and how digital tools give students powerful new ways to express what they've learned. Anytime, Anywhere synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach. "This book highlights an important truth: for students to grasp and retain more complex content and concepts, educators need to ensure their students have a much greater stake in their own learning. Just getting kids to comply with adult wishes is not going to be enough anymore. The contributors to this volume represent a wide range of expertise, from the the conceptual to the practical, from research to reality. Collectively, they outline the path to new and revolutionary educational models. The book is a must-read for every educator and anyone else interested in getting all students to higher levels of learning." -- David T. Conley, professor, University of Oregon, and CEO, Educational Policy Improvement Center "Why do some schools and learning models create success for all students--including low-income students and students at risk? This important book offers case studies of places where students are engaged, known, and valued, and impelled to take ownership of their learning and persevere toward success. It offers theory, research, and practical strategies to help educators understand and implement student-centered learning." -- Ron Berger, chief program officer, Expeditionary Learning Rebecca E. Wolfe is project director of Students at the Center and senior program manager at Jobs for the Future (JFF). Adria Steinberg is vice president at JFF. Nancy Hoffman is vice president and senior advisor at JFF.

Examines issues pertaining to equal opportunity and affirmative action, challenges to it, and alternatives for improving opportunities for under-represented groups in higher education today.

Organised around the four key areas outlined in the US Department of Education's Race to the Top program, this volume presents a collection of seminal articles on standards and assessment; using data to improve learning; recruiting and retaining great teachers and leaders; and turning around failing schools.

Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources. This provocative book brings together a dynamic group of authors who offer fresh insights into an issue no school can afford to ignore.

Draws on a blend of case studies and the emerging body of research on failing schools to identify patterns in the challenges they face. Arguing that school improvement is a developmental process, Stephens outlines a new approach that takes into account the patterns of growth and change in troubled schools and the foundational dilemmas schools face as they navigate this trajectory.

In its detailed and innovative examination of multiple pathways, Beyond Tracking makes a crucial contribution to current discussions about high school reform and the educational challenges of the 21st century.

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.

How can school leaders use scarce resources more efficiently? And what should their priorities be? In Resourceful Leadership, Elizabeth A. City examines decisions about the use of three key resources-time, money, and staff-and how tradeoffs among them are integrated into school leaders' improvement strategies.

Research and theory in the field of adolescent development have tremendous potential to inform the work of high school teachers, counselors, and administrators. Understanding Youth bridges the gap between adolescent development theory and practice. Nakkula and Toshalis explore how factors such as social class, peer and adult relationships, gender norms, and the media help to shape adolescents' sense of themselves and their future expectations and aspirations. "Understanding Youth really does understand youth! It is essential reading, especially for those who work with adolescents in challenging circumstances." -- Nancy Hoffman, Director, Early College High School, Initiative, Jobs for the Future "An excellent resource for educators, parents, and any adult who seeks to understand adolescents and the turbulence and confusion that often affects young people during this period of their lives. A poignant, insightful, and practical analysis." -- Pedro Noguera, Professor, New York University "As a new teacher, I especially appreciate the clarity with which the authors outline the research [on adolescent development] and its implications for my teaching." -- Manuel Rustin, Social Science Teacher, John F. Kennedy High School, Sacramento, CA "Nakkula and Toshalis's compelling analysis highlights the reciprocally transformative nature of relationships between adolescents and adults. Understanding Youth paints a fresh and nuanced picture of what's going on in the lives of adolescents and how educators can promote their healthy development." -- Janice Victoria Ward, Associate Professor, Simmons College, and Author, The Skin We're In: Teaching our Children to Be Emotionally Strong, Socially Smart, and Spiritually Connected "After almost twenty years in the counseling field, Understanding Youth challenged me to think anew." -- Maureen McColdrick, Student Support Coordinator, Edwards Middle School, Boston "Nakkula and Toshalis organize what we have learned about the development of young people--some of whom are presented in a series of individual portraits--and chart ways that we can best serve them." -- Theodore R. Sizer, Founder, Coalition of Essential Schools Michael J. Nakkula is a research associate at the Harvard Graduate School of Education, where he has taught courses on counseling, urban education, and adolescent development over the past fourteen years. Eric Toshalis is an instructor in education and an advanced doctoral candidate in Learning and Teaching at the Harvard Graduate School of Education

After a generation of efforts to reverse the historic exclusion of minorities from their campuses, US colleges and universities are facing a frontal attack on the programs, policies, and commitments born of these efforts. This book examines their struggle to foresee the consequences of abandoning affirmative action, and to devise viable alternatives for promoting and preserving campus diversity.

In an era of major reform in education, this book poses a serious question: Why haven't classroom practices evolved to reflect changes in policy? The book exposes persistent, routine teacher strategies that must be addressed to optimize reform efforts.

From Data to Action is a welcome guide for leaders who are looking for ways to archive and analyze data from schools and agencies across their communities to improve policy making and programs for children and teens. Editors Milbrey McLaughlin and Rebecca A. London bring together participants of the Youth Data Archive at Stanford University. The participants describe its unique effort to overcome legal and other hurdles in blazing a new path for the more productive use of cross-agency data. The chapters give detailed background on how the archive was built and how its findings have led to improvements in services, particularly for children at risk. "From Data to Action is a timely, compelling, and important book that addresses how school and other community leaders can go even further toward understanding the strengths and needs of their students--by gathering data from agencies across their communities, studying and archiving the information, and using it to improve teaching and learning." -- From the foreword by Thomas W. Payzant, former professor of practice, Harvard Graduate School of Education "This pioneering book vividly reports on how local leaders, now armed with thick evidence, make sure that no student falls through the cracks. From Philly to San Francisco, From Data to Action reports on inspiring progress in how activists and scholars are pulling together to elevate the next generation." -- Bruce Fuller, professor, education and public policy, University of California, Berkeley "From Data to Action is an important and courageous book that powerfully illustrates how data created and shared with the community can simultaneously advance scholarship and the quality of life of children and their families. McLaughlin and London's honest account of the strengths and difficulties of democratic, actionable research is simply invaluable for developing and sustaining meaningful university-community partnerships." -- Ira Harkavy, associate vice president and director, Netter Center for Community Partnerships, University of Pennsylvania Milbrey McLaughlin is the David Jacks Professor of Education and Public Policy, Emerita, at Stanford University and the founding director of the John W. Gardner Center for Youth and Communities. Rebecca A. London is a senior researcher at the John W. Gardner Center for Youth and Communities and the researcher overseeing all analyses conducted with the Youth Data Archive.

With fewer than thirty years of history, charter school research is limited and, by most accounts, contradictory. This book discusses these contradictions and various ways charter school leaders and administrators can ensure their schools are successful.

Examines the "learning landscape" currently available to American adolescents, arguing that we need to expand, enrich, and diversify the learning opportunities available to young people today. Central to the book is Robert Halpern's view that we depend too exclusively on schools to meet the full range of young people's developmental needs.

Pioneered by leading experts at Harvard University, instructional rounds have become a proven strategy for cultivating teachers and classroom outcomes. This book explains how school leaders can implement this innovative learning method.

"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.

Offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students' engagement with one another, with a rich and challenging academic curriculum, and with questions that relate powerfully to their daily lives.

The inspiration for this book was a crucial observation: that if the school turnaround movement is to have widespread and lasting consequences, it will need to incorporate meaningful district involvement in its efforts.

How can an understanding of adolescent development inform strategies and practices for supporting first-generation college goers? In Ready, Willing, and Able, Mandy Savitz-Romer and Suzanne Bouffard focus on the developmental tasks and competencies that young people need to develop in order to plan for and succeed in higher education.

Presents a practical, flexible model for infusing English learner (EL) instruction into teacher education courses. The editors outline the key steps involved in this approach and share strategies for avoiding pitfalls. The central chapters feature sample courses illustrating how EL content can be incorporated into standard courses and across subject areas and topics.