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Examines the evolution of US federal education policy and outlines a bold and controversial vision for its future. Jack Jennings offers a vivid analysis of federal efforts in the education arena and reveals some of the factors that shaped their enactment. His rich descriptions and lively anecdotes provide pointed lessons about the partisan climate that stymies much federal policy making today.

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. Learning to Improve argues for a new approach. The authors believe educators should adopt a rigorous approach to improvement that allows the field to "learn fast to implement well".

Explores student resistance through a variety of perspectives, arguing that oppositional behaviours can be not only instructive but productive. The focus of teachers' efforts, Eric Toshalis says, should not be about "managing" adolescents but about learning how to read their behaviour and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.

Provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors - historians, sociologists, economists, and education scholars - the editors provide a comprehensive view of a community's experience with desegregation and economic development.

Provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors - historians, sociologists, economists, and education scholars - the editors provide a comprehensive view of a community's experience with desegregation and economic development.

Despite a plethora of opinions on how to improve US education, a remarkable consensus "from both the left, right, and centre" has emerged that someone or something is to blame for the failures of the public school system, argues rhetoric scholar Mark Hlavacik in this new and insightful book examining the role of language and persuasion in the rise of the accountability movement.

Offers a thorough overview of the world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights.

Takes a big-picture view of the school garden movement and the state of garden-based learning in public K-8 education. The book frames the garden movement for educators and shows how school gardens have the potential to be a significant resource for teaching and learning.

Those Kids, Our Schools examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools.

Focuses on a problem of practice faced by educational leaders: how to effectively manage the relationship between the central office and schools. The authors argue that there is no "one best way" to structure the central office-school relationship. Instead, they say, what matters is whether district leaders eff ectively select and implement their strategy.

This book offers practical suggestions for helping teachers to engage ELL students in simultaneously learning subject-area content, analytical practices, and language and shows how to integrate formative assessment.

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of colour who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms.

Provides a clear road map for effective collaboration with school boards and the type of relationship-building required to achieve long-term, sustainable reforms. Instead of keeping school board members at arm's length, Julie L. Hackett demonstrates how to tailor traditional superintendent activities to include board members and increase understanding and trust.

Chronicles the educational experiences - from early childhood through college - of sixteen students with disabilities and their paths to personal and academic success at Harvard University. The book explores common themes in their lives, as well as the crucial roles played by parents, teachers, and other professionals.

Adopts the logic of Cage-Busting Leadership and applies it to the unique challenges and opportunities of classroom teachers. Detailed, accessible, and thoroughly engaging, it uncovers the many ways in which teachers can break out of familiar constraints in order to influence school and classroom practice, education policy, and school reform.

In this provocative volume, two experts with very different points of view address the growing concern that student loan programmes are not a sustainable solution to the problem of mounting college costs. They argue that the time has come to reform the financial aid system so that it is more effective in promoting college affordability, access, and completion.

School choice, a major component of urban education reform, is often a leading factor in creating inequity for immigrant students. This book provides a step-by-step guide for families navigating school choice to ensure equal opportunities for immigrants.

Offers practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Joyce W. Nutta and her colleagues present protocols and case studies to help preservice and in-service teachers understand the needs of English learners in their classrooms and differentiate instruction and assessment accordingly.

This landmark volume commemorates the fortieth anniversary of the Children's Defense Fund, which has been an uncompromising champion of American youth for all of those years. Yet the book looks not to the past but at our current circumstances--and at the challenges we must meet now and in the future on behalf of our young people. The book examines critical issues--prenatal and infant health and development, early child care and education, school reform, the achievement gap, vulnerable children, juvenile justice, and child poverty--and highlights crucial practical and policy measures we need to consider and undertake if we are to better serve American children. An invaluable survey of the conditions facing American youth--and a call to action at the local, state, and national levels--Improving the Odds for America's Children is an urgent, informative, and inspired volume that addresses shortcomings and challenges we cannot afford to ignore. "In the past forty years, the Children's Defense Fund has tirelessly worked to improve the lives of children in America. There are dozens of laws on the books protecting children and supporting families that simply wouldn't be there if it weren't for the Children's Defense Fund. But the work on behalf of America's children is not done. This important collection of ideas about how to improve the odds for America's children should be required reading for policy makers across the country." -- Hillary Rodham Clinton, former secretary of state and U.S. senator Contributors: Sara Rosenbaum, Partow Zomorrodian, Jack P. Shonkoff, Joan Lombardi, Deborah Jewell- Sherman, Jal Mehta, Robert B. Schwartz, Jerry D. Weast, Greg J. Duncan, Richard J. Murnane, Michael S. Wald, Jane Waldfogel, Robert G. Schwartz, Laurence Steinberg, Arloc Sherman, Robert Greenstein, Sharon Parrott, and Eric Dearing. Kathleen McCartney is the president of Smith College and former dean of the Harvard Graduate School of Education. Hirokazu Yoshikawa is the Courtney Sale Ross University Professor of Globalization and Education. Laurie B. Forcier is senior academic projects manager at the Harvard Graduate School of Education.

Investigates the growth of out-of-school programmes dedicated to helping under-served youth develop the personal qualities and capacities that will help them succeed in school, college, and beyond. Through richly detailed accounts, the authors describe the unconventional ways these programmes have evolved and articulate the formidable challenges they face in operationalising their aspirations.

Between 1998, when Alan Bersin became superintendent of the San Diego Unified School District, and 2005, when he left that post, San Diego undertook a sustained and comprehensive effort to reform its public school system. As an early and ambitious instance of the types of reforms that by now have been implemented in city schools across the nation, San Diego has received scattered attention within the scholarly and policy worlds. Yet till now there has been no comprehensive account of Bersin's tenure and the reforms he undertook during those seven stormy years. Tilting at Windmills fills that gap. A book that draws equally on Richard Lee Colvin's deep acquaintance with contemporary education reform and the unique circumstances of the San Diego experience, Tilting at Windmills is a penetrating and invaluable account of Bersin's contentious superintendency. At the heart of Colvin's research are years of interviews with Bersin, who granted Colvin unprecedented insight into his experiences and thoughts about the reforms he initiated. The result is a detailed and nuanced narrative of the reform process in San Diego and its relationship to comparable school reform efforts throughout the country. The definitive account of the San Diego story, Tilting at Windmills is also a crucial contribution to our more general understanding of the education reforms that have swept the nation during the past fifteen years. "Change is complicated, especially when it involves power politics, a defensive status quo, and a bona fide attempt to significantly transform teaching and learning throughout an entire school district. Richard Lee Colvin looks at the reforms unleashed by San Diego Schools Superintendent Alan Bersin from the perspective of the change-agent leader. It is a fascinating vantage point that sheds tremendous light on how things really work within public education." -- Joe Williams, director, Democrats for Education Reform "Anyone interested in knowing what education reform and the struggles to achieve it actually look like at the ground level should read this book. Most everything else I read is baloney; this is the real deal." -- Michael Casserly, executive director, Council of the Great City Schools Richard Lee Colvin is the former executive director of Education Sector and a visiting fellow at the Woodrow Wilson National Fellowship Foundation.

Examines an innovative approach to school district management that has been adopted by a number of urban districts in recent years: a portfolio management model, in which ""a central office oversees a portfolio of schools offering diverse organisational and curricular themes, including traditional public schools, private organisations, and charter schools.

As the most vulnerable population in schools, Black and Latino boys are overrepresented as underachievers. This book identifies educational strategies schools have used to increase the success rate for these two groups.

Will today's education policies fit tomorrow's schools? In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers. They are using strategies like differentiated roles and the use of technology to deploy teachers' talents to best effect. However, most of the policy measures currently under consideration to ensure teacher quality are designed with a one-size-fits-all approach that threatens to constrain these cutting-edge efforts. Frederick M. Hess and Michael Q. McShane, the editors of Teacher Quality 2.0, have convened a diverse array of contributors to examine promising innovations in teacher preparation, compensation, and evaluation. Together, they investigate whether current efforts to improve the quality of our nation's teachers will be able to keep up with these innovations--or, worse, will hold them back. Teacher Quality 2.0 is a volume in the Educational Innovation series. "Recent changes in the state and federal stance toward teaching have been nothing short of a policy revolution. But revolutions in policy do not solve all of the underlying problems, and they create new problems of their own. Teacher Quality 2.0 provides useful insights and new ideas on where the teacher quality revolution needs to go next." -- Douglas N. Harris, associate professor of economics and director of The Education Research Alliance for New Orleans, Tulane University "Everyone talks about education reform, but systemic thinking about reform is lacking--until now. Teacher Quality 2.0 provides rich historical context, pulls together successful elements of current reforms, and then pioneers new, systemic ways of thinking about the third rail of education--teacher quality. A must-read for anyone serious about real and lasting reform for all kids." -- Rick Ogston, CEO, Carpe Diem Schools Frederick M. Hess is a resident scholar and director of education policy studies at the American Enterprise Institute (AEI). Michael Q. McShane is a research fellow in education policy studies at AEI.

What is a teacher leader and why do school's need them? In Pathways to Teacher Leadership, the author explores the importance of these leaders and shares collaboration strategies and methods for improving districts as a whole.