By Larry Cuban, Michael Usdan, Elizabeth L Hale
Drastic reform measures are being applied in turning out to be numbers of city groups because the public's persistence has eventually run out with forever nonperforming public faculties. This authoritative and eye-opening quantity examines governance alterations in six towns throughout the Nineteen Nineties, the place both mayoral keep an eye on of faculties has happened or the place noneducators were appointed to steer college districts. that includes up-close, in-depth case reports of Philadelphia, Baltimore, Chicago, Boston, San Diego, and Seattle, this booklet explores the explanations why those towns selected to change their conventional tuition governance constructions and analyzes what occurred whilst the reforms have been applied and even if academics and scholars played higher as a result of them.
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105. Interview, 16 July 1997. 38 Powerful Reforms with Shallow Roots Chapter 2 THE STARS BOSTON : FINALLY IN ALIGNMENT Michael Usdan and Larry Cuban Recent educational governance changes in Boston have provided the city’s schools with a political stability that they have not enjoyed in decades, but serious problems persist. Although the Boston schools have been the subject of numerous studies,1 our objective here is not to discuss in any detail the important role of the Boston Compact,2 the volatile history of school desegregation,3 the current efforts of the Annenberg Challenge/Boston Plan for Excellence, or other specific groups or issues.
104 Accountability is a key assumption behind Chicago’s mayoral takeover. ”105 When given accountability for the schools, the Chicago example shows that mayors can respond by acquiring more resources for schools. As local political party leaders, they can promise electoral support in exchange for extra funding from state and federal leaders. Mayor-enforced cooperation between city agencies adds services to schools and reinforces their importance as centers of community life. Mayors can buffer the education system from political critique by backing administrative decisions that might be controversial.
90. Rosalind Rossi, “AP Classes,” p. 27. 91. Interview, 15 December 1997. 92. Interview, 26 June 1997; interview, 8 July 1997. 93. Rosalind Rossi, “Hundreds May Pass Eighth Grade After All,” Chicago SunTimes, 7 June 1997, p. 1. 94. Interview, 6 September 1997. 95. Joe Ruklick, “Challenge Iowa Test,” Chicago Defender, 20 May 2000, p. 1; Caroline Hendrie, “Researchers See Some Progress in Chicago High Schools,” Education Week, 12 May 1999, p. 12; Smith et al. Setting the Pace. 96. Linda Lenz and Veronica Anderson, “Been There, Done That, Mr.
