Award-winning author, public intellectual, and former Assistant Secretary of Education Diane Ravitch critiques a lifetime's worth of school reforms and reveals the simple--yet difficult--truth about how we can create actual change in public schools.
The must-read summary of Diane Ravitch's book: “The Death and Life of the Great American School System: How testing and Choice are Undermining Education”. This complete summary of "The Death and Life of the Great American School System" by Diane Ravitch, one of America's best-known education experts and former assistant secretary of education, presents her explanation of why ideas for restructuring schools have had no positive impact on the quality of American education. She deals with issues such as privatization, accountability, and the philanthropists that are using business models to reform schools. She also offers some guidance on improvement of schools. Added-value of this summary: • Save time • Understand the issues with the American education system • Expand your knowledge of American politics and society To learn more, read "The Death and Life of the Great American School System" and discover Ravitch's suggestions as to how positive educational reforms could be made once and for all.
The Hoax of the Privatization Movement and the Danger to America's Public Schools
Author: Diane Ravitch
From one of the foremost authorities on education in the United States, former U.S. assistant secretary of education, “whistle-blower extraordinaire” (The Wall Street Journal), author of the best-selling The Death and Life of the Great American School System (“Important and riveting”—Library Journal), The Language Police (“Impassioned . . . Fiercely argued . . . Every bit as alarming as it is illuminating”—The New York Times), and other notable books on education history and policy—an incisive, comprehensive look at today’s American school system that argues against those who claim it is broken and beyond repair; an impassioned but reasoned call to stop the privatization movement that is draining students and funding from our public schools. In Reign of Error, Diane Ravitch argues that the crisis in American education is not a crisis of academic achievement but a concerted effort to destroy public schools in this country. She makes clear that, contrary to the claims being made, public school test scores and graduation rates are the highest they’ve ever been, and dropout rates are at their lowest point. She argues that federal programs such as George W. Bush’s No Child Left Behind and Barack Obama’s Race to the Top set unreasonable targets for American students, punish schools, and result in teachers being fired if their students underperform, unfairly branding those educators as failures. She warns that major foundations, individual billionaires, and Wall Street hedge fund managers are encouraging the privatization of public education, some for idealistic reasons, others for profit. Many who work with equity funds are eyeing public education as an emerging market for investors. Reign of Error begins where The Death and Life of the Great American School System left off, providing a deeper argument against privatization and for public education, and in a chapter-by-chapter breakdown, putting forth a plan for what can be done to preserve and improve it. She makes clear what is right about U.S. education, how policy makers are failing to address the root causes of educational failure, and how we can fix it. For Ravitch, public school education is about knowledge, about learning, about developing character, and about creating citizens for our society. It’s about helping to inspire independent thinkers, not just honing job skills or preparing people for college. Public school education is essential to our democracy, and its aim, since the founding of this country, has been to educate citizens who will help carry democracy into the future.
The Fifth Edition of Joel Spring’s ongoing documentation and analysis of political agendas for education reflects the major political issues in education since 2008. This edition focuses on the education sections of the 2012 Republican, Democratic, Green, and Libertarian Party platforms. Taking a fresh look at the social and political forces, educational research, and ideologies shaping the educational agendas of these political parties and a comparative approach, the book stimulates reflection and discussion. New coverage in the Fifth Edition includes: • The political coup called Race to the Top • Common Core State Standards and national testing based on the Standards • Explosion of online instruction • Debates about teacher evaluations and merit pay • Growing for-profit education industry • New agenda for American Education: Constitutional amendment; long life and happiness; environmental education Political Agendas for Education is essential reading for courses dealing with the politics of education, foundations of education, educational leadership, and curriculum studies, and for educational scholars, professionals, policymakers, and all those concerned with the politics of education in the U.S. and its consequences for schools and society.
Learn from global lessons of successful educational change! Deep and lasting educational reform doesn’t happen overnight. This example-packed sequel to The Fourth Way draws upon inspiring examples unearthed by brand new research to challenge educational leaders, teachers, and policy makers to put proven strategies to work promoting student achievement and the high quality teaching that drives it. With striking success stories from diverse systems around the world, Hargreaves and Shirley discuss: The real-life, nitty-gritty challenges facing change leaders Stumbling blocks to enacting best principles and practices Developing and implementing a plan of action to overcome challenges to lasting change
What Americans Think about Schools and How to Fix Them
Author: Paul E. Peterson
Publisher: Brookings Institution Press
A comprehensive exploration of 21st Century school politics, Teachers versus the Public offers the first comparison of the education policy views of both teachers and the public as a whole, and reveals a deep, broad divide between the opinions held by citizens and those who teach in the public schools. Among the findings: • Divisions between teachers and the public are wider and deeper than differences between other groups often thought to contest school policy, such as Republicans and Democrats, the young and the old, the rich and the poor, or African Americans and whites. • The teacher-public gap is widest on such issues as merit pay, teacher tenure reform, impact of teacher unions, school vouchers, charter schools, and requirements to test students annually. • Public support for school vouchers for all students, charter schools, and parent trigger laws increases sharply when people are informed of the national ranking of student performance in their local school district. • Public willingness to give local schools high marks, its readiness to support higher spending levels, and its support for teacher unions all decline when the public learns the national ranking of their local schools. • On most issues, teacher opinion does not change in response to new information nearly as much as it does for the public as a whole. In fact, the gap between what teachers and the public think about school reform grows even wider when both teachers and the public are given more information about current school performance, current expenditure levels, and current teacher pay. The book provides the first experimental study of public and teacher opinion. Using a recently developed research strategy, the authors ask differently worded questions about the same topic to randomly chosen segments of representative groups of citizens. This approach allows them to identify the impact on public opinion of new information on issues such as student performance and school expenditures in each respondent's community. The changes in public opinion when citizens receive information about school performance are largest in districts that perform below the national average. Altogether, the results indicate that support for many school reforms would increase if common core state standards were established and implemented in such a way as to inform the public about the quality of their local schools. These and many other findings illuminate the distance between teacher opinions and those of the public at large. About the Research: In partnership with the Harvard Program on Education Policy and Governance and the journal, Education Next, authors Paul E. Peterson, Martin West and Michael Henderson surveyed nationally representative samples of teachers and the public as a whole annually between 2007 and 2013.
In this new edition, Rona F. Flippo revisits her 2001 Expert Study, in which she set out to find common ground among experts in field of reading research, taking a fresh look at it and its implications in light of current thinking and research.
Thirty years after its publication, The Death and Life of Great American Cities was described by The New York Times as "perhaps the most influential single work in the history of town planning....[It] can also be seen in a much larger context. It is first of all a work of literature; the descriptions of street life as a kind of ballet and the bitingly satiric account of traditional planning theory can still be read for pleasure even by those who long ago absorbed and appropriated the book's arguments." Jane Jacobs, an editor and writer on architecture in New York City in the early sixties, argued that urban diversity and vitality were being destroyed by powerful architects and city planners. Rigorous, sane, and delightfully epigrammatic, Jacobs's small masterpiece is a blueprint for the humanistic management of cities. It is sensible, knowledgeable, readable, indispensable. The author has written a new foreword for this Modern Library edition.
On its present course, the US faces a world of rising new countries that will compete with it ever more fiecely as its own power is declining. In order to slow and improve this steady leakage of power, the US must change course internationally, economically and domestically. It must also restructure to remain the world's most competitive economy. And it must address quality of life issues and fairness at home. But American politics is broken -- competing forces and interests have led to stasis. With change so tough, where now for a country where the middle classes are suffering as they have never suffered before, the pensions crisis is growing, the deficit out of sight, and radicalism waiting in the wings?
This third edition of Official Knowledge, a classic text from one of education’s most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be “official,” and whose agendas this knowledge represents. A probing and award-winning study, this new edition builds on the tradition of its predecessors to question the rightist resurgence in education while substantive updates throughout show how such policies continue to define our commonsense notions about what counts as a good school. A new preface and two full, new chapters address current controversies over curriculum and textbooks, and extend the discussion of previous editions to reflect on some of the most important pressures being placed on higher education as well. Apple also considers the recent conversion of some prominent neoliberal, neoconservative, and managerial thinkers to more critical understandings of educational policies, proving that progressive change is possible if we examine the roots of these ideologies in the first place. As insightful as it is thorough, Official Knowledge is a refreshing call to challenge the dominant forces within education today, as Apple powerfully illustrates how larger social movements are only possible if we purposefully and inclusively deepen our understanding of the existing body of knowledge about education.