Education and Urban Society

This study reports on a 5-year project to improve urban, middle-level student achievement through the implementation of two initiatives. First, teachers at a participating New York City middle school engaged in weekly curriculum-planning workshops to reformulate classroom curricula into interdisciplinary, discovery-oriented activities. Second, undergraduate college students from an urban public college, representing a variety of academic disciplines, were recruited to work as classroom tutors, or “teaching scholars,” in the middle school. Gains in student achievement were demonstrated by a significant increase in the number of students meeting state standards on standardized test scores in mathematics and English. Survey responses and interviews of teachers revealed that teachers felt energized and empowered and that the school climate had improved. An unanticipated benefit was the desire of a significant number of college student “teaching scholars” to change career plans and pursue teaching as a profession, specifically in urban, high-need schools.

This article examines school boundaries and student assignments in large, urban school districts across the nation compared to procedures utilized in Broward County, Florida, the sixth largest school district in the nation. Findings of a survey developed and designed to determine the procedures used for considering diversity issues when setting school boundary and student assignment policies are contrasted. Survey results are discussed for 14 large, urban school districts outside of Florida and four urban school districts within Florida.

When confronted with the problems of urban school districts, such as an ever-increasing achievement gap, the underfunding of school districts, increased shortages of qualified teachers, greater emphasis on accountability, and the loss of public confidence, African American superintendents have considerable difficulty leading their school districts. This article begins with a discussion of urban school district funding disparities and their impact on district operations. The article then discusses stakeholder expectations and how they affect the job performance of these superintendents. The text also describes what politicians, school boards, the media, parents, community members, and school district staff want superintendents to do and how they make it difficult for them to meet these goals. In addition, the article discusses recent changes that could serve as a harbinger of the future regarding the racial composition of superintendents in both traditional settings and reformed school districts.

The purpose of this study was to determine the effects of conflict resolution and related social skill development on students’ meta-cognitive competencies. The investigation was conducted throughout a 5-year period in elementary schools in the Philadelphia School District and in a neighboring urban school district. Sample subjects were fourth-and fifth-grade students. Each of the student samples (10 treatment groups and 8 comparison groups) were assessed for significant pretest to posttest differences using a one-tailed t test with an alpha level of .05. One-tailed t tests with an alpha level of .05 established that treatment group students demonstrated significant improvement in meta-cognitive skills. The research hypothesis was accepted. Consequently, the veracity of integrating conflict resolution and social skills training into curricula was affirmed.

The career academy experience challenges the assumptions of traditional high school about the role of schooling for students’ career and college transitions and stresses contextual and integrated teaching. This alternative educational approach encourages teachers to focus more collectively on preparing students through their curriculum, instructional practices, and working relationships. The National Academy Foundation (NAF) supports an intensive and coherent academy model using teacher professional development, curriculum materials, technical assistance, and linkages to industry-specific employers. Using survey results of 34 teachers in 10 career academies and 26 comparison teachers in the same high schools, coupled with case study findings of the 10 academies, this article shows the positive relationship between commitment to the academy program focus, organizational support, teachers’ collaborative work, and perceived effectiveness with students. NAF’s resources uniquely influence these outcomes for participating teachers, demonstrating the added benefit of intermediary support in fostering instructional coherence, student-centered instruction, and teacher effectiveness.

This article discusses the inherent political nature of educational systems and the tensions that arise between this political nature and the agenda to promote education as a public good. Current debates about the efficacy of the No Child Left Behind Act (NCLB) are used to illustrate this point. Although there is promise in the goals of NCLB, the author contends that issues regarding equitable educational funding within states and civil liberties for all students must continually remain in the forefront for this act to actualize education as a public good.