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"Improving Education Together" offers a step-by-step guide to Labor-Management-Community (LMC) collaboration, an intervention that has successfully improved student outcomes in a wide variety of school districts across the country. The authors illustrate how a culture of collaboration between labor, management, and community stakeholders can be built using readily available tools for needs assessment, root-cause analysis, team norms, brainstorming, consensus-building, and long-term planning. "Improving Education Together" offers detailed examples of how districts across the country--including Massachusetts, Maryland, and Illinois--have successfully implemented the LMC approach, along with resources and strategies employed and lessons learned from obstacles and setbacks encountered along the way. Timely, useful, and accessible, this guide will appeal to a broad audience of school leaders, board members, and community leaders eager to learn more about how to collectively lead and manage school district change that is sustainable and results in improved teaching and learning.

Informed by years of research and on-the-ground reporting, "Schools That Succeed" is Karin Chenoweth's most inspiring and compelling book yet--an essential read for educators who seek to break the stubborn connection between academic achievement and socioeconomic status. Chenoweth draws on her decade-long journey into neighborhood schools where low-income students and students of color are learning at unexpectedly high levels to reveal a key ingredient to their success: in one way or another, their leaders have confronted the traditional ways that schools are organized and adopted new systems, all focused on improvement. In vivid profiles of once-embattled schools, Chenoweth shows how school leaders doggedly and patiently reorganized internal systems in order to prioritize teaching and learning, resulting in improved outcomes that in many cases exceeded statewide averages. From how they use time to how they use money, schools that succeed combine a deep belief in the capacity of their students to achieve with deliberate systems focused on student needs. As a result, they create vibrant places "where teachers want to teach and students want to learn."

Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). The Chapters appear on the table of contents as follows: (1) From ESEA to NCLB: The Growth of the Federal Role and the Shift to Accountability (Patrick McGuinn); (2) From NCLB to ESSA: Lessons Learned or Politics Reaffirmed? (Jeffrey R. Henig, David M. Houston, and Melissa Arnold Lyon); (3) How ESSA Passed: The Inside Scoop (Alyson Klein); (4) What ESSA Says: Continuities and Departures (Charles Barone); (5) The Case for ESSA: A Proper Balance (Martin West); (6) The Case Against ESSA: A Very Limited Law (Chad Aldeman(; (7) ESSA and State Capacity: Can the States Take Accountability Seriously? (Arnold F. Shober); (8) ESSA and State Policy: What's Next for Education Policy? (Ashley Jochim); (9) ESSA and Urban Public Schools: Ambivalence and Opportunity (Michael Casserly); (10) From ESEA to ESSA: Progress or Regress? (Cynthia G. Brown); and (11) From ESEA to ESSA: Fifty Fast Years (Fifty Fast Years). A Conclusion section by Frederick M. Hess and Max Eden, along with an Afterword by Mitchell D. Chester, are also included. An Index is provided.

"Breakthrough Strategies" identifies effective strategies that faculty have used to help New Majority students--those from minority, immigrant, or disadvantaged backgrounds--build the necessary skills to succeed in college. As the proportion of New Majority students rises, there is increased attention to helping them gain access to college. Once enrolled, however, these students often face significant challenges of adjustment, with few resources for support. Specifically, there is little attention to students' experiences within their college classrooms and their relationships with professors. At the same time, faculty who work with these students have little guidance on how to help them adjust to new expectations and identities as they engage with college-level work. Sister Kathleen A. Ross, a MacArthur fellow and president emerita of Heritage University, has devoted three decades to helping New Majority students get college degrees. Based on an action-research project undertaken at Heritage University and Yakima Valley Community College in Washington State, the book highlights eleven strategies to encourage student success, including: asking questions in class; navigating the syllabus; and developing an academic identity. Written in a warm, down-to-earth voice, Breakthrough Strategies is infused with the belief that faculty can become a powerful resource for students, and that classroom instruction can be an important vehicle for supporting these students' development and success. [Foreword written by Michelle Asha Cooper.]

In "The Rising Price of Objectivity," Michael J. Feuer describes what he sees as a "perfect storm" gathering in the sea of education research. He notes the convergence of three important trends: first, the rise in strategic education philanthropy; second, the decline in federal funding, in part due to ideologically contested priorities; and third, the growing influence of nonacademic think tanks operating outside the constraints of university-based research. Together, he cautions, the combination of these forces threatens scientific research generally, and in particular, jeopardizes the effort to generate independent, credible evidence that is needed to inform and guide our efforts to improve education. Feuer proposes a series of measures for countering the drift toward ideology over inquiry and ensuring that private foundations, the so-called advice industry, and the federal government protect the reliability and credibility of education research for the advancement of the public good. The author's thoughtful, fair-minded, and engaging analysis offers a unique perspective on the distinctively American approach to funding new knowledge in education. [Foreword by Ellen Condliffe Lagemann.]

In "Excellence Gaps in Education," Jonathan A. Plucker and Scott J. Peters shine a spotlight on "excellence gaps"--the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. "Excellence Gaps in Education" has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.

How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. "Beyond the Skills Gap" challenges this conception of the skills gap, highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. Drawing on interviews with educators in two- and four-year institutions and employers in the manufacturing and biotechnology sectors, the authors demonstrate the critical importance of habits of mind such as problem solving, teamwork, and communication. They go on to show how faculty and program administrators can create active learning experiences that develop students skills across a range of domains. The book includes in-depth descriptions of eight educators whose classrooms exemplify the effort to blend technical learning with the cultivation of twenty-first-century habits of mind. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators. ["Beyond the Skills Gap: Preparing College Students for Life and Work" was written with Ross J. Benbow and Amanda K. Oleson.]

In "The Convergence of K-12 and Higher Education," two leading scholars of education policy bring together a distinguished and varied array of contributors to systematically examine the growing convergence between the K-12 and higher education sectors in the United States. Though the two sectors have traditionally been treated as distinct and separate, the editors show that the past decade has seen an increasing emphasis on the alignment between the two. At the same time, the national focus on outcomes and accountability, originating in the K-12 sector, is exerting growing pressure on higher education, while trends toward privatization and diversification--long characteristic of the postsecondary sector--are influencing public schools. This volume makes the powerful case that it is no longer possible to think of one sector in the absence of the other, given the economic, demographic, and technological forces that are pushing the educational system toward convergence. Taken together, the chapters in this book provide a promising new line of inquiry for examining contemporary questions in education policy. Contents include: (1) Framing Convergence (Christopher P. Loss and Patrick J. McGuinn); (2) Governance as a Source of Sector Convergence in a Changing Sociopolitical Landscape (Kevin J. Dougherty and Jeffrey R. Henig); (3) From Helping the Poor to Helping the Middle Class: The Convergence of Federal K-12 and Higher Education Funding Policy Since 1965 (Adam R. Nelson and Nicholas M. Strohl); (4) Individuality or Community?: Bringing Assessment and Accountability to K-16 Education (Arnold F. Shober); (5) Teacher Policy Under the ESEA and the HEA: A Convergent Trajectory with an Unclear Future (Dan Goldhaber and Nate Brown); (6) Institutional Assessment and Accountability (Luciana Dar); (7) College for All and the Convergence of High School and Community College (James Rosenbaum, Caitlin Ahearn, Chenny Ng, and Jiffy Lansing); (8) College Access and Opportunity (Donnell Butler); (9) Preparing Students for College: Common Core and the Promises and Challenges of Convergence (Josipa Roksa); (10) Technology and Education in the United States: Policy, Infrastructure, and Sociomaterial Practice (June Ahn and Bradley Quarles); (11) Going Global: How US K-16 Education Is Shaped by "the Rest of the World" (Cynthia Miller-Idriss); and (12) The Future of Convergence (Patrick J. McGuinn and Christopher P. Loss). An index is also included.

"Charter Schools at the Crossroads" offers a frank and nuanced analysis of the successes and shortcomings of the charter movement, and outlines possible directions for the future. Few observers present at the creation of the first charter schools a quarter-century ago could have predicted how rapidly this movement would spread or how thoroughly it would come to dominate the education reform agenda. And few recent debates in education have been as highly charged as those over charter schools' roles, responsibilities, and results. Chester E. Finn, Jr., Bruno V. Manno, and Brandon L. Wright write that charters have been "spectacularly uneven in many ways, succeeding wonderfully in some cases while faltering in others." They counter the often-oversimplified narrative of the movement's origins, showing how multiple agendas and intentions led to a cacophony of results. The authors highlight some of the key accomplishments of charter schools in serving selected populations while acknowledging the mixed results of the sector as a whole, and identify critical challenges for strengthening the charter sector. The candor of the authors' analysis and the forthrightness of their concerns offer both allies and opponents valuable insight into the workings of a movement whose influence is indisputable and whose future is far from clear.

"Dancing in the Rain" offers a lively and accessible guide aimed at helping education leaders thrive under pressure by developing the inner strengths of mindfulness and self-compassion, expressing emotions wisely, and maintaining a clear focus on the values that matter most. Jerome T. Murphy, a scholar and former dean who has written and taught about the inner life of education leaders, argues that the main barrier to thriving as leaders is not the outside pressures we face, but how we respond to them inside our minds and hearts. In this concise volume, Murphy draws on a combination of Eastern contemplative traditions and Western psychology, as well as his own experience and research in the field of education leadership. He presents a series of exercises and activities to help educators take discomfort more in stride, savor the joys and satisfactions of leadership work, and thrive as effective leaders guided by heartfelt values. Every day, education leaders find themselves swamped in a maelstrom of pressures that add to the complex challenges of educating all students to a high level. With humor and compassion, "Dancing in the Rain" shows educators how to lead lives of consequence and purpose in the face of life's inescapable downpours. [Foreword written by Christopher Germer.]

School choice-now a pillar of education reform in the United States-is widely touted as a strategy for addressing educational inequity. Yet efforts to implement school choice can exacerbate, rather than counteract, inequities. "Unaccompanied Minors" takes a close look at the experience of immigrant students and their families navigating New York City's mandatory high school choice program. Drawing on rich ethnographic data-including students' own perspectives on the decision-making process-Carolyn Sattin-Bajaj examines the assumptions and expectations underlying the school system's policies for implementing school choice and contrasts these with the cultural and practical obstacles that prevent many immigrant students from navigating the system effectively. The author distinguishes between "strategic" and "passive" choosers and analyzes the constellation of integrated supports, guidance, and normative messages that contribute to a strategic orientation. Most importantly, "Unaccompanied Minors" outlines strategic steps schools and districts can take to guide families from all backgrounds through the choice process.

"The Future of University Credentials" offers a thorough and urgently needed overview of the burgeoning 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 especially prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights. The book casts a wide net, focusing on traditional higher education degrees and on the myriad certificates and other postsecondary awards that universities and other institutions now issue. He describes the entire ecosystem of credentials, including universities and colleges, employers, government agencies, policy makers and influencers--and, not least, the students whose futures are profoundly affected by these certifications. And he looks intently at where university credentials might be headed, as educational institutions seek to best serve students and employers in a rapidly changing world. The result is an unprecedented, comprehensive look at the current credentialing landscape in higher education--as well as at the future challenges and opportunities for this vital field. [Foreword written by Diana G. Oblinger.]

In "Why Knowledge Matters," influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of "The Knowledge Deficit," draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.

Despite a plethora of opinions on how to improve US education, a remarkable consensus 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. Analyzing five of the most prominent acts of public persuasion since the founding of the US Department of Education in 1979--Milton Friedman's appeal for vouchers on national television; the National Commission on Excellence in Education's seminal "A Nation at Risk" report; Jonathan Kozol's "Savage Inequalities"; the No Child Left Behind Act; and also its repudiation by Diane Ravitch--Hlavacik concludes that "blame has come to the fore as a chief means by which Americans dispute the future of their public schools." Hlavacik explores the implications of using blame to achieve policy goals, sounding a cautionary note for reformers and educators alike: while blame can be an effective, even positive tool for change, overuse can breed cynicism and undermine faith in the very institution that advocates seek to change. Hlavacik urges policy makers, scholars, educators, and the public to reconsider its favorite rhetorical tactic for pursuing education reform and offers alternatives to the overreliance on blame.

"Safe Is Not Enough" illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs. While progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In "Safe Is Not Enough," Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students' positive development and academic success. [Foreword written by Kevin Jennings.]

"Matching Students to Opportunity" expands on the discussion of a critical issue in college access and success: the match between prospective students and the colleges in which they enroll. Research indicates that ensuring a good match significantly increases a student's chance of graduating. The contributors to this volume argue that the discussion of college match must be broadened to include students at all levels of achievement--not just the most academically qualified--and must take into consideration dimensions other than academic selectivity, such as geography and price. Drawing on original empirical research, they examine the preferences that shape students' choices and assess their importance in ensuring students' success. They look at institutional practices that contribute to the problem of under matching, and ask how local, state, and federal policy can help change both the demand and supply sides of the college match equation. Written with policy makers, researchers, and higher education professionals in mind, Matching Students to Opportunity advances the current conversation on college access, match, and completion, and offers a valuable addition to public policy discussions on this timely and urgent topic. After an introduction by the editors, the table of contents presents the following chapters: (1) The College Match Indicator: Linking Research to Practice (Jenny Nagaoka, Matthew A. Holsapple, and Melissa Roderick); (2) Academic Match and Fit: What Can We Learn from Stated Preferences, Student Actions, and Collegiate Outcomes? (Jessica S. Howell, Matea Pender, and Amal Kumar); (3) Average Students and College Match: Looking Beyond the Elite (Awilda Rodriguez and Christian Martell); (4) Matching Talents to Careers: From Self-Directed to Guided Pathways (Thomas R. Bailey, Davis Jenkins, Clive R. Belfield, and Elizabeth Kopko); (5) The Supply Side of College Match: Where Are the Seats? (Andrew P. Kelly); (6) Enrollment Management and the Low-Income Student: How Holistic Admissions and Market Competition Can Impede Equity (Michael N. Bastedo); (7) On Undermatch and College Cost: A Case Study of the Pittsburgh Promise (Lindsay C. Page and Jennifer E. Iriti); (8) The Effect of State Policy on College Choice and Match: Shaping Students' Choices (Joshua S. Goodman, Michael Hurwitz, and Jonathan Smith); and (9) Federal Mechanisms for Improving College Match: Information, Aid, and Accountability. Notes, Acknowledgments, sections about the editors and the contributors, and an index are also included.

"The Leading Edge of Early Childhood Education" aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long-term life outcomes. Editors Nonie K. Lesaux and Stephanie M. Jones bring together an impressive array of scholarly contributors. Topics include: (1) creating learning environments that support children's cognitive and emotional development; (2) identifying and addressing early risk factors; (3) using data to guide educators' practice; and (4) capitalizing on the use of technology. Recent years have seen a surge of local, state, and national initiatives aimed at expanding and improving early childhood initiatives, particularly regarding access to preK programs. "The Leading Edge of Early Childhood Education" promises to be a valuable resource for those charged with enacting the next level of work in this critical area. Following an Introduction (Nonie K. Lesaux and Stephanie M. Jones) the following chapters are included: (1) Stability, Security, and Social Dynamics in Early Childhood Environments (Deborah A. Phillips); (2) Early Adversity, Self-Regulation, and Child Development (Dana Charles McCoy); (3) High-Quality Language Leads to High-Quality Learning (Amy Pace, Kathy Hirsh-Pasek, and Roberta Michnick Golinkoff); (4) Assessing and Understanding the Needs of Bilingual Learners (Gigi Luk and Joanna A. Christodoulou); (5) Using Technology and Media in Early Childhood Settings (Lauren Rubenzahl, Kristelle Lavallee, and Michael Rich); (6) Screening and Supporting Children at Risk for Developmental Delay or Disability (Beth Rous and Rena Hallam); and (7) Two-Generation Education Programs for Parents and Their Young Children (Teresa Eckrich Sommer, Terri J. Sabol, P. Lindsay Chase-Lansdale, and Jeanne Brooks-Gunn). The book ends with a Conclusion (Nonie K. Lesaux, Stephanie M. Jones, and Julie Russ Harris); Afterword (Jacqueline Jones); Notes; Acknowledgments; About the Editors; About the Contributors; and Index.

Based on in-depth interviews, "Striving for Equity" brings to light the complex and illuminating stories of thirteen longtime superintendents--all leaders of the Minority Student Achievement Network (MSAN)--who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas. Drawing on current research in organizational learning, the authors introduce a framework consistent with the systemic perspective of these superintendents to help school leaders who want to prioritize the narrowing of gaps. Core chapters are devoted to discussing in detail the central strategies of these superintendents, and illustrating how each of these leaders employed them in their particular circumstances. This book reveals the multifaceted, personal nature of this work and factors that proved to be most critical to progress. An index is included.

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries--Chile, China, India, Mexico, Singapore, and the United States--exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. "Teaching and Learning for the Twenty-First Century" appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book's crucial contribution to the burgeoning field of international education arises out of its special attention to first principles--and thus to first questions: As Reimers and Chung explain, "much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved." These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book's detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today. The book contains the Introduction: A Comparative Study of the Purposes of Education in the Twenty-First Century (Fernando M. Reimers and Connie K. Chung), and Six chapters follow. Chapter 1: Singapore's Systemic Approach to Teaching and Learning Twenty-First-Century Competencies (Oon-Seng Tan and Ee-Ling Low). Chapter 2: Thinking Big, Acting Small: Lessons from Twenty-First-Century Curriculum Reform in China (Yan Wang). Chapter 3: Strong Content, Weak Tools: Twenty-First-Century Competencies in the Chilean Educational Reform (Cristián Bellei and Liliana Morawietz). Chapter 4: Curriculum Reform and Twenty-First-Century Skills in Mexico: Are Standards and Teacher Training Materials Aligned? (Sergio Cárdenas). Chapter 5: Twenty-First-Century Competencies, the Indian National Curriculum Framework, and the History of Education in India (Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal). Chapter 6: Mapping the Landscape of Teaching and Learning for the Twenty-First Century in Massachusetts in the Context of U.S. Educational Reform (Fernando M. Reimers and Connie K. Chung). Also included is the Conclusion: Theorizing Twenty-First-Century Education (Fernando M. Reimers and Connie K. Chung), section containing Notes, Acknowledgments, About the Editors, About the Contributors, and an Index.

In "Educational Entrepreneurship Today", Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field--including the development and deployment of new technologies--and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation. Over the past decade, entrepreneurship has moved from the periphery to the center of education reform. Policy measures, philanthropic support, and venture capital increasingly promote initiatives that drive innovation within and outside the traditional education sector. These initiatives have included spectacular successes, like Khan Academy, Teach For America, and Wireless Generation, as well as highly visible failures, like the InBloom data warehouse. "Educational Entrepreneurship Today" offers critical perspectives on the impact of entrepreneurship and also includes lessons from leading entrepreneurs, in which they use case studies drawn from their own experience to illustrate the realities of leading disruptive change in education and pose guiding questions for the next generation of innovators. In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good. This books contains: (1) Introduction (Frederick M. Hess and Michael Q. McShane); (2) From Generation to Generation: "Fifteen Years of Education Entrepreneurship" (Stacey Childress); (3) Carrots, Sticks, and Sermons: "How Policy Shapes Educational Entrepreneurship" (Ashley Jochim); (4) Tailwinds and Headwinds: "Unleashing Entrepreneurial Energy to Transform Education" (John Bailey); (5) Barbarians at the Gate?: "How Venture Finance Could Support Radical K-12 Innovation" (Dmitri Mehlhorn); (6) The View from Abroad: "Does American Education Suffer from a Deficit of Innovation?" (Marc S. Tucker); (7) But Does It Work?: "Evaluating the Fruits of Entrepreneurship" (Jon Fullerton); (8) A Matter of Practice: "Entrepreneurship in Teaching and Learning" (Elizabeth City); (9) Go Small or Go Home: "Innovation in Schooling" (Matt Candler); (10) Transparency, Authenticity, Civility: "The Prerequisites to Sustainable Entrepreneurship in Education" (John Katzman and Jillian Youngblood); (11) Ten for the Next Ten: "Lessons for the Next Decade" (Ross Baird and Daniel Lautzenheiser); (12) Conclusion: "Entrepreneurship and American Education" (Frederick M. Hess and Michael Q. McShane).

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education, "Dilemmas of Educational Ethics" introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. The book begins with an Introduction (Meira Levinson and Jacob Fay), followed by seven chapters paired with responses. Chapter 1: Promotion or Retention? (Meira Levinson). [Responses: Square Pegs, Round Holes: The Need for Reform (Melissa Aguirre); Toward Pragmatic Educational Ethics (Jal Mehta); Humanism and Standards (Sigal Ben-Porath); Promotion, Retention, and the Rights of the Child (Willie J. R. Fleming); The Pedagogical Implications of Case Study Structure (Brendan W. Randall); and Systems, Not Individual Saviors, for All Students and Schools (Toby N. Romer).] Chapter 2: Rocky Choices: Scientific Inquiry, Discipline, and Mental Illness at Rivers Elementary (Meira Levinson and Sigal Ben-Porath). [Responses: Navigating Rocky Choices with Practical Wisdom (Joshua Wakeham); Educational Justice in the Inclusive Classroom (Jaime Ahlberg); Preparing Teachers for Complex Decisions (Elisabeth Fieldstone Kanner); Academic Engagement as Classroom Management (Seth Andrew, with Natalie Gould and Miriam Joelson); Promoting the Values of Inclusion, Learning, and Expertise in Complex Situations (Diana Hess); and From Interests to Membership (Jacob Fay).] Chapter 3: Stolen Trust: Cell Phone Theft in a Zero-Tolerance High School (Kailey Burger and Meira Levinson). [Responses: The Challenge of Responding to Injustice (Tommie Shelby); Thinking Creatively in a Bind (Jeffrey Smith); No Just Outcome (Elizabeth Anderson); Agency, Bias, and Imagination in Doing Educational Justice (David J. Knight); Three Frames for Good Work (Howard Gardner); and Whom Can You Trust When Everyone Is the Police? (Mary Pattillo).] Chapter 4: Inflated Expectations: How Should Teachers Assign Grades? (Meira Levinson and Ilana Finefter-Rosenbluh). [Responses: Putting School Mission First (Rebecca E. Yacono); Three Ways to Grade (Rob Reich); Grade Inflation as a Tragedy of the Commons (Jennifer Hochschild); Inflated Expectations in a World of Hypercredentialing (Peter Demerath); Grades Miss the Mark (Deepa Sriya Vasudevan); and Protect Teacher Integrity (Doris A. Santoro).] Chapter 5: Is Pandering Ethical Policy? Power, Privilege, and School Assignment (Meira Levinson). [Responses: Can Pandering Promote Equality of Opportunity? (Andrée-Anne Cormier); Don't Pander, Go for Growth! (Michael J. Petrilli); School Assignment Lotteries: What Should We Take for Granted? (Jennifer M. Morton); Pandering in a Context of Limited Choices and Costs (Andres A. Alonso); Means and Ends: Practical Considerations for Equitable School Reform (James E. Ryan); and From Principles to Practice and the Problem of Unintended Consequences (Christopher Winship).] Chapter 6: How, If at All, Should Charters Be Compared to Local Districts? (Meira Levinson). [Responses: The Trouble with Universality (Frederick M. Hess); Compromising Charter Schools' Efforts to Serve Disadvantaged Youth (Harry Brighouse); The Need for Equity-Based Policy (Pedro Noguera); Not Perfect for All, But Perfect for Some (Ayo Magwood); Charter Schools, Education Markets, and Democracy (Lawrence Blum); and Schools for All Our Children (Patricia D. Jehlen).] Chapter 7: Engaging with Dilemmas (Jacob Fay and Meira Levinson, with Elisabeth Fieldstone Kanner). Also included are Notes, Acknowledgments, sections about the editors and the case study, a list of contributors, and an Index.

Like medical practitioners, educators share the moral obligation to "first, do no harm." But as this provocative volume shows, education policies do not always live up to this ideal, especially policies intended to help our most vulnerable students. "When School Policies Backfire" draws our attention to education policies designed to help disadvantaged students that instead had the perverse effect of harming them by exacerbating the very problems they were intended to solve. The rigorous case studies that make up the book are contributed by a diverse group of scholars with different methodological approaches. The cases address important areas of education reform, from literacy and technology programs to school closings, school choice, and accountability policies. Each case shows how and why a particular program backfired. Taken together, they present a wide-ranging critique of the kinds of policies that compose the cornerstones of current education reform efforts. Many books have examined policies that fall short of achieving their goals, or that result in unintended consequences. But few have documented the effects of policies whose failures have been so spectacular. "When School Policies Backfire" is a sobering reminder of the responsibility that policy makers and researchers bear for the well-being of our most vulnerable students. Contents include the Foreword (by Amanda Datnow), and an Introduction: When Good Policies Go Bad (Michael A. Gottfried, Gilberto Q. Conchas, Cameron Sublett, and Odelia Simon), followed by six chapters: (1) When Targeted Interventions Backfire: How a Middle School Literacy Intervention Created Achievement Gaps (Shaun M. Dougherty); (2) When Accountability Policies Backfire: Why Summer Learning Loss Affects Student Test Scores (Andrew McEachin and Allison Atteberry); (3) When Minimum Grading Policies Backfire: Who Decides Whether to Let Students Fail? (Martha Abele Mac Iver); (4) When School Closures Backfire: What Happened to the Students at Jefferson High School? (Matthew N. Gaertner, Ben Kirshner, and Kristen M. Pozzoboni); (5) When School Choice Policies Backfire: Why New Options for Parents Can Become New Barriers to Equity (Carolyn Sattin-Bajaj); and (6) When Technology Programs Backfire: How One Laptop per Child Taught Birmingham a "Costly Lesson" (Morgan G. Ames, Mark Warschauer, and Shelia R. Cotton). The book closes with the conclusion: What Can We Learn from Policy Backfire? (Michael A. Gottfried, Gilberto Q. Conchas, Odelia Simon, and Cameron Sublett). Also included are sections on Notes, About the Editors, About the Contributors, and an Index.

At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions. This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: (1) Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school; (2) Michelle, an elementary school principal who wants to address achievement gaps; (3) Eric, an assistant superintendent who wants to improve the quality of principals' instructional feedback to teachers; and (4) Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems. "Design-Based School Improvement" also includes a series of "excursions into theory" that discuss the research basis for design-based improvement. The author--a leading thinker about policy implementation and school reform--shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools. Contents include: (1) Design Development and Innovative School Improvement; (2) Selecting Problems of Practice; (3) Defining and Framing Problems of Practice (with Elizabeth Zumpe); (4) Making Intuitive Theories of Action Explicit (with Elizabeth Zumpe); (5) Conducting a Needs Assessment (with Mahua Baral); (6) Consulting the Professional Knowledge Base (with Mahua Baral); (7) Becoming Intellectual Leaders in the Co-design Space (with Mahua Baral); (8) Understanding the Problem (with Elizabeth Zumpe); (9) Understanding the Change Process; (10) Designing Interventions; (11) Making Design Development Research-Based; (12) Collecting Impact and Process Data; (13) Making Design Development Studies Rigorous; (14) Integrating Action Research into Design Development; (15) Implementing Interventions (with John Hall); (16) Deriving Design Principles (with John Hall); "Getting Started: Key Sources Consulted by the Designers Featured in This Book" is appended. An index is also included.

In "Teaching History Then and Now," Larry Cuban explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Cuban examines how determined reformers have and have not changed the teaching of history. The book focuses on two high schools--Cleveland's Glenville High School and Washington DC's Cardozo High School--examining both throughout the 1950s and 1960s and then at the present time. Adding to this complex portrait are fascinating accounts of the major reform movements in history teaching over the last half-century: the New Social Studies of the 1960s and the New History of the 1990s. Uniting this nationwide history of the field with his own recollections of and research on the featured high schools, Cuban creates a rich, detailed portrait of an important, contested high school field characterized by enduring features and significant change. The result is exemplary education research, capturing the gritty facts of classroom practice and the larger currents of policy, institutional, and national change. Cuban identifies how large reforms have influenced--and sometimes failed to affect--classroom practice. "Teaching History Then and Now" portrays a complex, often unpredictable process whereby reformers, school leaders, policy makers, and teachers have all struggled to make the teaching of history best serve students, their communities, and the nation. An index is included.

With an emphasis on science, technology, engineering, and mathematics (STEM) training, "Teacher Learning in the Digital Age" examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings. "As teacher development moves online," the editors argue, "it's important to ask what works and what doesn't and for whom," They address these questions by gathering the feedback of many of the top researchers, developers, and providers working in the field today. Filled with abundant resources, "Teacher Learning in the Digital Age" reveals critical lessons and insights for designers, researchers, and educators in search of the most efficient and effective ways to leverage technology to support formal, as well as informal, teacher learning. After an introduction entitled, Online and Blended Teacher Learning and Professional Development, by Chris Dede and Arthur Eisenkraft, and the first chapter entitled, Possible Futures for Online Teacher Professional Development, by Barry Fishman, this book is divided into four parts. Part I: Courses, includes the following chapters: (2) Professional Learning with Web-Based Videos: The Talk Science Experience (Susan J. Doubler and Katherine F. Paget); (3) Going to Scale: The MOOCs for Educators Initiative (Glenn M. Kleiman and Mary Ann Wolf); (4) Supporting Deep Change with an Immersive Online Course (Ruth Schoenbach, Cynthia Greenleaf, Willard Brown, and Heather Howlett); (5) Online Teacher Professional Development from the American Museum of Natural History (Robert V. Steiner, Ashton Applewhite, Adriana E. Aquino, Lisa J. Gugenheim, Maria Janelli, Rosamond Kinzler, Maritza Macdonald, David Randle, Karen Taber, Jamie Wallace, Daniel Wolff, and Laura Stokes). Part II: Curriculum Support, presents the next series of chapters in the book: (6) Just-in-Time Professional Development: The Active Physics Teacher Community (Abigail Jurist Levy, Arthur Eisenkraft, and Erica Fields); (7) Taking Print to Digital: An Electronic Teacher Guide (Jacqueline S. Miller and Katherine F. Paget); (8) The Project-Based Inquiry Science Cyberlearning Professional Development System (Barbara Zahm and Ruta Demery). Part III: Resources and Strategies contains: (9) Blended Professional Learning for Science Educators: The NSTA Learning Center (Al Byers and Flavio Mendez); (10) The Importance of Moderators (Kim Frumin and Chris Dede); (11) Making Online and Blended Teacher Professional Development Accessible (Raymond M. Rose). Part IV: Summary Insights, contains the concluding chapter of the book and its conclusion: (12) Exploring Models of Online Professional Development (S. A. Schneider, K. L. Lepori, C. E. Carroll, A. B. Ramirez, A. K. Knotts, M. D. Silberglitt, M. A. Gale, K. Salguero, K. M. Luttgen, S. Hauk, and C. Ringstaff); Conclusion: Insights and Next Steps (Chris Dede and Arthur Eisenkraft).

In "The Courage to Collaborate," school turnaround expert Ken Futernick makes the case that collaboration between school management and teacher unions is a necessary condition for educational improvement. The author cites evidence showing that collaboration often leads to increased trust, stronger professional relationships, better policies, better implementation of programs and, ultimately, to better outcomes for students. Drawing on new research, his own experience, and the experience of dozens of other district and union leaders, Futernick details key features and benefits of labor-management collaboration. He also identifies and addresses several obstacles preventing its widespread adoption, including resistance to change, myths about what collaboration really means, skepticism about unions, lack of technical support, and misguided education policy. "The Courage to Collaborate" recommends strategies and tactics for educators, policy makers, and others interested in embracing collaboration over confrontation. Both sides--unions and management--must make changes so that collaboration becomes the norm, rather than the exception, Futernick argues. While not sufficient in itself, labor-management collaboration is a necessary ingredient for creating an education system in which all students have an opportunity to attend good schools. [Foreword written by Adam Urbanski.]

In "Tell Me So I Can Hear You", Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different "ways of knowing," which include: "Instrumental knowers", who tend to see things in black and white ("Did I do it right or wrong?") and may need to develop the capacity for reflection; "Socializing knowers", who are concerned with maintaining relationships ("What do you want me to do?") and may need support developing their own ideas; "Self-authoring knowers, who have strong ideologies and values ("How does this fit with my goals and vision?") and may need help with perspective taking; "Self-transformative knowers", who are able to examine issues from multiple points of view ("How can I understand this more deeply?") and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that "meet people where they are" while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. "Tell Me So I Can Hear You" offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.

Philanthropic foundations play an increasingly influential role in education research, policy, and practice--yet this sector has been subject to little research-informed analysis. In "The New Education Philanthropy," Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy over the last decade, giving particular attention to the large national foundations--Gates, Broad, Walton, and Lumina, among others--that are increasingly aggressive and strategic in their use of funds. Drawing on original research, they investigate and assess the impact of new patterns in foundation giving for advocacy and research; the divergence in funding strategies between old and new foundations; the extension of "venture philanthropy" to higher education; and the backlash against "reform" philanthropy as well as the unlikely partnerships it forges. "The New Education Philanthropy" offers an unprecedented look behind the scenes at major foundations, exploring the goals, values, and strategies that drive the new grantmakers' work and outlining the lessons they have learned over the past decade. This empirical inquiry into the ideas and activities of this secretive sector promises to provide a valuable resource for researchers and reformers alike. Following the Introduction (Frederick M. Hess and Jeffrey R. Henig), this books contains the following chapters: (1) Buckets into Another Sea (Jay P. Greene); (2) How Old Foundations Differ from New Foundations (Jeffrey W. Snyder); (3) "Singing from the Same Hymnbook" at Gates and Broad (Sarah Reckhow and Megan Tompkins-Stange); (4) Philanthropy Goes to College (Andrew P. Kelly and Kevin J. James); (5) Advocacy and Assumptions in Foundation-Sponsored Research (Dana Goldstein); (6) The Backlash Against "Reform" Philanthropy (Michael Q. McShane and Jenn Hatfield); (7) A Critique of Contemporary Edu-Giving (Larry Cuban); and (8) Seven Lessons on Education Giving from Funders and Grantees (Alexander Russo). The Conclusion is written by Jeffrey R. Henig and Frederick M. Hess. Contains the following sections: Further Reading; Notes; Acknowledgments; About the Editors; About the Contributors; and Index.

"Internationalizing the Academy" is the first book to offer a detailed look at efforts to bring ambitious and expanding portfolios of international programs to US campuses. Gilbert W. Merkx and Riall W. Nolan, leading figures in the burgeoning international higher education sector, provide a thorough examination of how numerous "internationalizing" efforts are being implemented and promoted on a strikingly wide range of campuses. At the heart of the volume are accounts by ten of the nation's most experienced senior international officers that explore crucial aspects of their work: the strategic visions for international education that they helped develop on their own campuses; how they worked on behalf of those evolving visions with key stakeholders, including the administration and faculty; and the main lessons that they learned in the course of creating these programs. The result is a singular--and uniquely useful--resource for leaders and policy makers in the higher education field that comes at a time when colleges and universities are urgently scaling up their international ventures. "Internationalizing the Academy" is an essential account of a dynamic, centrally important development on campuses throughout the United States. Following a foreword by David Ward and an introduction by Riall W. Nolan and Gilbert W. Merkx, this book contains the following chapters: (1) International Education in the United States (Gilbert W. Merkx); (2) The Senior International Officer--An Advocate for Change (Riall W. Nolan); (3) International Education Leadership: Reflections on Experience (Jack Van de Water); (4) The Senior International Officer as Itinerant Professional (John D. Heyl); (5) Atlas, Sisyphus, or Odysseus: An SIO Career (Gilbert W. Merkx); (6) An Unconventional Path to International Education Leadership (Howard Rollins); (7) The Senior International Officer--A Modern Proteus? (Maria Carmen Sada Krane); (8) Nine Pretty Hard Lessons from Twenty-Five Years as a Senior International Officer (Uliana Gabara); (9) Reflection on International Education Leadership Experience at a Small Liberal Arts College (Joseph Tullbane); (10) SIO--The Hardest Job You'll Ever Love (Riall W. Nolan); (11) A Contemporary Odyssey to Senior International Leadership (William Lacy); and (12) Whole Person Education in a Whole World Context: International Education and the Liberal Arts (Joseph L. Brockington). The Conclusion, The Challenge of Internationalization, is written by Gilbert W. Merkx and Riall W. Nolan. Contains notes, acknowledgments, sections about the editors and contributors, and an index.

In "Brooklyn Dreams," Sonia Nieto--one of the leading authors and teachers in the field of multicultural education--looks back on her formative experiences as a student, activist, and educator, and shows how they reflect and illuminate the themes of her life's work. Nieto offers a poignant account of her childhood and the complexities of navigating the boundaries between the rich culture of her working-class Puerto Rican family and the world of school. "Brooklyn Dreams" also chronicles her experiences as a fledgling teacher at the first bilingual public school in New York City--in the midst of the Ocean Hill-Brownsville strike--and the heady days of activism during the founding of the bilingual education program at Brooklyn College and later in establishing and running an alternative multicultural school in Amherst, Massachusetts. Along the way, Nieto reflects on the ideas and individuals who influenced her work, from Jonathan Kozol to Paulo Freire, and talks frankly about the limits of activism, the failures of school reform, and the joys and challenges of working with preservice and in-service educators to deepen their appreciation of diversity. "Brooklyn Dreams" is an intimate account of an educator's life lived with zest, generosity, and warmth. An index is included.

"A Better Way to Budget" provides practical, innovative advice on how to overcome the political and social pushback that often prevents district and school leaders from shifting scarce resources to the most student-centered uses. Nathan Levenson shows how school leaders can uncover the sources of potential conflicts and create a budgeting process that normalizes change, minimizes pushback, and builds public buy-in for needed reforms. "A Better Way to Budget": (1) focuses on a strategic and process-oriented approach that anticipates roadblocks and challenges; (2) introduces eight effective strategies for shifting funds and winning support; (3) provides real-life examples of mistakes and successes; and (4) includes joint fact-finding, simulations, and other exercises to help stakeholders agree on goals and identify the budgetary changes needed to reach those objectives. Filled with advice gathered over decades of work in schools, "A Better Way to Budget" provides timely insights and tools for leaders who are exploring ways to make their districts more inclusive and student-centered.

In this ambitious volume, leading legal and educational scholars examine "San Antonio Independent School District v. Rodriguez" (1973), the landmark US Supreme Court decision that held that the Constitution does not guarantee equality of educational opportunity. Charles J. Ogletree, Jr., and Kimberly Jenkins Robinson have brought together a host of experts in their field to examine the road that led up to the "Rodriguez" decision, assess the successes and failures of the reforms that followed in its wake, and lay out an array of creative strategies for addressing the ongoing inequality of resources and socioeconomic segregation that perpetuate the inequity of opportunity in education. Successive waves of school reform efforts have failed to counteract the pernicious effects of inequality on student learning and achievement. The widely perceived exhaustion of these conventional approaches has led to a renewed interest in the "Rodriguez" decision and its impact on efforts to improve educational opportunity and outcomes for all students. A timely volume, "The Enduring Legacy of 'Rodriguez'" makes a comprehensive statement that will inform research and reform for the next generation of scholars, educators, lawyers, and policymakers. Following the Foreword (James E. Ryan) and the Introduction, The Enduring Legacy of "San Antonio Independent School District v. Rodriguez" (Charles J. Ogletree, Jr. and Kimberly Jenkins Robinson), this book is comprised of three parts. Part I, Understanding "Rodriguez" and Educational Opportunity in the United States, contains the following chapters: (2) "Rodriguez v. San Antonio Independent School District": Forty Years and Counting (David G. Hinojosa); (3) "Rodriguez" in the Court: Contingency and Context (Camille Walsh); (4) "Rodriguez" Past, Present, and Future (Michael A. Rebell); and (5) Still Separate, Still Unequal in a Post-"Milliken" Era: Why "Rodriguez" Would Have Been Good but Not Enough (Amy Stuart Wells, Lauren Fox, and Alana Miles). Part II, Exploring Novel State Reforms That Support Equal Educational Opportunity, contains the following chapters: (6) From "Rodriguez" to "Abbott": New Jersey's Standards-Linked School Funding Reform (David G. Sciarra and Danielle Farrie); (7) Bridging the Teacher Quality Gap: Notes from California on the Potential and Pitfalls of Litigating Teacher Quality (William S. Koski); (8) It Takes a Federalist Village: A Revitalized Property Tax as a Linchpin for Stable, Effective K-12 Public Education Funding (Mildred Wigfall Robinson); and (9) Tearing Down Fences: School Boundary Lines and Equal Educational Opportunity in the Twenty-First Century (Genevieve Siegel-Hawley). Part III, Creating Innovative Federal Values for Promoting Equal Equal Access to an Excellent Education, contains the following chapters: (10) How Reconstructing Education Federalism Could Fulfill the Aims of "Rodriguez" (Kimberly Jenkins Robinson); (11) Leveraging Federal Funding for Equity and Integration (Derek W. Black); and (12) Remedying Separate and Unequal: Is It Possible to Create Equal Educational Opportunity? (Erwin Chemerinsky). The Conclusion, Creating New Pathways to Equal Educational Opportunity, is written by Charles J. Ogletree, Jr. and Kimberly Jenkins Robinson. Contains the following sections: (1) Appendix: School Finance Litigation Cases; (2) Notes; (3) Acknowledgments; (4) About the Editors; (5) About the Contributors; and (6) Index.

The principal's role is increasingly understood as a critical lever for school improvement. Yet the job can be a solitary one, offering few opportunities to reflect with colleagues. What does it take to manage the work of continuous improvement--to push staff members constantly to operate outside their comfort zones? What dilemmas and challenges must principals confront? How can school leaders learn from their mistakes and move forward? In "Becoming a School Principal," Sarah E. Fiarman describes her first few years as a school principal committed to enacting a powerful vision of leading and learning. Drawing thoughtfully on the literature of school reform and change leadership, Fiarman discusses a wide range of topics, including empowering teachers, building trust, addressing racial and economic inequities, and supporting a culture of continuous learning, as well as thornier issues such as learning to use authority skillfully, dealing with resistance, and managing supervision and evaluation. The book addresses common challenges and highlights missteps as well as successes. A contributing author to several leading books on school reform and instructional improvement, Fiarman engages readers in a lively, frank, and revealing conversation about building the vision and capacity to provide effective instruction for all students and the intensely personal process of learning to lead. [Foreword written by Richard F. Elmore.]

This second edition of the classic "Universal Design in Higher Education" is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology. As larger numbers of people with disabilities attend postsecondary educational institutions, there have been comparable greater efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. As such, it makes an indispensable contribution to the growing body of literature on special education and universal design. This book will be of particular value to university and college administrators, and to special education researchers, teachers, and activists. Contents of the book begin with the Foreword (by Michael K. Young), a Preface, and twenty-four chapters with respective authors divided over five parts. Part 1: Introduction, contains: Chapter 1: Universal Design in Higher Education (Sheryl E. Burgstahler). Part 2: Universal Design of Instruction in higher Education, continues with: Chapter 2: Universal Design of Instruction: From Principles to Practice (Sheryl E. Burgstahler); Chapter 3: Universal Design of Instruction in Postsecondary Education: A Literature Review of Empirically Based Articles (Kelly D. Roberts, Maya Satlykgylyjova, and Hye-Jin Park); Chapter 4: Universal Design for Learning in Postsecondary Education: Reflections on Principles and Their Application (Jenna W. Gravel, Laura A. Edwards, Christopher J. Buttimer, and David H. Rose); Chapter 5: The Faculty Perspective: Implementation of Universal Design in a First-Year Classroom (Jeanne L. Higbee); Chapter 6: Universal Design of Instruction: Reflections of Students (Imke Durre, Michael Richardson, Carson Smith, Jessie Amelia Shulman, and Sarah Steele); Chapter 7: The Benefits of Universal Design for Students with Psychological Disabilities (Al Souma and Deb Casey); Chapter 8: Universal Design for Learning Intervention in Postsecondary Education: Results from Two Effectiveness Studies (Craig L. Spooner, Patricia L. Davies, and Catherine L. Schelly); Chapter 9: Incorporating Universal Design into Administration Courses: A Case Study (Karen A. Myers); and Chapter 10: Universal Design of Assessment (Leanne R. Ketterlin-Geller, Christopher J. Johnstone, and Martha L. Thurlow.) Part 3: Universal Design of Student Services and Physical Spaces in Higher Education, contains: Chapter 11: Universal Design of Student Services: From Principles to Practice (Sheryl E. Burgstahler); Chapter 12: Applications of Universal Design to Student Services: Experiences in the Field (Alice Anderson, Rebecca C. Cory, Pam Griffin, Patricia J. Richter, Scott Ferguson, Eric Patterson, and Lacey Reed); Chapter 13: Universal Design of Physical Spaces: From Principles to Practice (Sheryl E. Burgstahler); and Chapter 14: Applications of Universal Design to Higher Education Facilities (Elisabeth Goldstein). Part 4: Universal Design of technology in Higher Education, continues with: Chapter 15: Universal Design of Technology: From Principles to Practice (Sheryl E. Burgstahler); Chapter 16: A Brief History of Assistive, Accessible, and Universally Designed Technology: Perspectives of Practitioners Who Lived (Fourteen Leaders in the Field); Chapter 17: Video for All: Accessibility of Video Content and Universal Design of a Media Player (Terrill Thompson); Chapter 18: Blending Universal Design, E-Learning, and Information and Communication Technologies (Roberta Thomson, Catherine S. Fichten, Alice Havel, Jillian Budd, and Jennison Asuncion). Part 5: Promotion and Institutionalization of Universal Design, contains: Chapter 19: Promoters and Inhibitors of Universal Design in Higher Education (Sheryl E. Burgstahler); Chapter 20: Raising Awareness of Universal Design in the Engineering Curriculum: Strategies and Reflections (Kimberly E. Bigelow); Chapter 21: Small Victories: Faculty Development and Universal Design (Susan Yager); Chapter 22: A Case Study Approach to Promote Practical Application of Universal Design for Instruction (Sally S. Scott and Joan M. McGuire); Chapter 23: Implementing Universal Design: Collaborations Across Campus (Donald E. Finn, Elizabeth Evans Getzel, Susan B. Asselin, and Virginia Reilly); and Chapter 24: Collaborations for Usable Design: A Case Study in Partnerships to Promote Universal Design in Higher Education (Tara Buchannan and Rachel E. Smith). The book also contains sections titled: The Last Word, About the Authors, and an Index. [For the first edition, see ED568813.]

"Improving School Board Effectiveness" offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement. This book arises out of a critical need for a better understanding of school boards and the development of helpful tools and guidelines for school board members. At its heart is the notion of Balanced Governance, a principle that most generally "balances the authority of a superintendent to lead a school district with the necessary oversight of a locally engaged and knowledgeable board." "Improving School Board Effectiveness" is a helpful and practical book that will prove indispensable for school board members, school and district administrators, and everyone with a stake in school improvement and reform. Following a Foreword (Willard R. Daggett), the following contents are included: Part 1--Research Supporting a Balanced Governance Approach: Introduction: A Call for Balanced Governance (Thomas L. Alsbury); (1) Board Leadership That Matters Most: Lessons Learned from the Lighthouse Studies (Mary L. Delagardelle); (2) Transforming Beliefs into Action: Board and Superintendent Teams Working Together (Tom Shelton); (3) School Boards in Their Environment: Balancing Brokerage and Closure (Argun Saatcioglu); and (4) How Board Governance Practices Affect Student Achievement (Ivan J. Lorentzen and William P. McCaw). Part II--Putting Balanced Governance to Work: (5) What School Board Members Need to Know: Assessing Leadership (Mark Levine and Paul Van Buskirk); (6) Elements of School Board Success: A Comprehensive Board Assessment Tool for Systemic Improvement (Thomas L. Alsbury and Betsy Miller-Jones); (7) Assessing Individual Board Members: A Self-Assessment for Improved Board Performance (Thomas L. Alsbury); and (8) Superintendent Evaluation: An Opportunity to Strengthen Board Practice (Phil Gore and Larry Nyland). Part III--Putting it All Together: Balanced Governance in Action: (9) The Panasonic Foundation Experience: Promising Practices and Lessons Learned from Work with Urban School Boards (Andrew Gelber and Scott Thompson); (10) Learning the Work by Doing the Work: The Massachusetts District Governance Support Project (Dorothy Presser and Nancy Walser); and (11) Lighthouse School Boards: Effective Boards Making an Impact on Student Achievement (Nicholas D. Caruso Jr., Warren Logee, and Renee Sessler). Following a Conclusion: School Boards Matter for Student Achievement (Phil Gore), the following are included at the end of the book: Notes; Acknowledgments; About the Editors; About the Contributors; and Index.

In this provocative volume, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels. The authors identify two core problems: First, compared to other countries, the United States does not produce enough high achievers. Second, students from disadvantaged backgrounds are severely underrepresented among those high achievers. The authors describe educating students to high levels of achievement as an issue of both equity and human capital: talented students deserve appropriate resources and attention, and the nation needs to develop these students' abilities to remain competitive in the international arena. The authors embark on a study of twelve countries and regions to address these issues, exploring the structures and practices that enable some countries to produce a higher proportion of high-achieving students than the United States and to more equitably represent disadvantaged students among their top scorers. Based on this research, the authors present a series of ambitious but pragmatic points that they believe should inform US policy in this area. This candid and engaging book takes a topic that is largely discussed behind closed doors and puts it squarely on the table for public debate.

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students. Based on extensive interviews and on-site visits, the book identifies six elements that all of these schools have in common, including advisories and other structural supports for students and teachers; rituals and other means for establishing an intentional, reflective, and respectful community as well as a firm commitment to restorative justice; and a broad and engaging curriculum that includes service learning. Featuring the voices of educators and students alike, "Belonging and Becoming" not only shows how these schools stand out for their high degree of caring and success, but makes a strong case for why other schools should be inspired to take up the challenge and replicate their efforts.

"Higher Education and Employability" makes a crucial contribution to the current reassessment of higher education in the United States by focusing on how colleges and universities can collaborate with businesses in order to serve the educational and professional interests of their students. Drawing on his extensive experience with universities and the business world, Peter J. Stokes argues that the need for closer alignment between the two sectors has never been more critical--and that the opportunities for partnership have never been greater. This book includes a series of trenchant case studies of particular universities that have developed ambitious collaborative programs--New York University, Northeastern University, and the Georgia Institute of Technology. Incisive and practical, this book surveys the full range of current partnerships between businesses and higher education and points to opportunities that will best serve students now and in the future. [Foreword written by Louis Soares.]

Innovative, well-designed school library programs can be critical resources for helping students meet high standards of college and career readiness. In "School Libraries and Student Learning", Rebecca J. Morris shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers practical strategies for collaboration between school leaders, teachers, and librarians to meet schoolwide objectives in literacy, assessment, student engagement, and inquiry-based learning. Topics include: establishing "makerspaces" and "learning commons" to support student-centered learning; developing a schoolwide focus on literacy across multiple formats and devices; redesigning lesson plans that foster inquiry and critical thinking across classrooms and grade levels; supporting collaboration between teachers and librarians in instruction and assessment; and using the library to strengthen ties between school, family, and community. This accessible guide will help librarians and school leaders work together to bring student learning to a new level. An appendix, notes, and index are included.

What does student-centered learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child." They reflect on their successes and struggles to put students in charge of their own learning and reveal strategies that make this possible. These teachers, who mostly work in schools with a high percentage of students living in poverty: prioritize relationships with students and their families; build supportive classroom cultures at the start of each year; tailor assignments to individual student interests, strengths, and challenges; create opportunities for students to choose how they will demonstrate their learning; and seek regular opportunities to connect students to learning outside the classroom. Ultimately, Nave argues, student-centered learning is not just something for special teachers or special schools. On the contrary, it is possible for all teachers--no matter what setting they teach in--to become extraordinary and for students to develop and realize their own unique personal goals. Following the introduction by Bill Nave, the contents of this book includes: (1) Kindergarten: "Preparing for a Lifetime of Learning" (Suzen Polk-Hoffses); (2) Grade Four: "Building Relationships with Whole-Heart Teaching" (Mary Graziano-Glynn); (3) Grade Four/Five Multiage: "A Journey of Transformation: Redesigning the Classroom for Students" (Shelly Moody); (4) Grade Five: "Modeling a Passion for Learning" (Susan Carpenter O'Brien); (5) Grades Six and Seven Looping: "Real-World Tasks for an Authentic Audience" (Karen MacDonald); (6) Grade Seven: "Transparency, Efficiency, and Acceleration" (Cynthia Raymond); (7) Grade Eight Special Education: "Charting the Course to Proficiency-Based Learning" (Shannon Shanning); (8) High School English and Speech: "People First, Things Second" (Alana M. Margeson); (9) Sophomore English: "Creating Meaning" (Christiane Cullens). The book ends with a conclusion entitled, "Yet", by Bill Nave. Notes and an index are included.

"Achieving Coherence in District Improvement" focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors--all members of Harvard University's Public Education Leadership Project (PELP)--argue that there is no "one best way" to structure the central office-school relationship. Instead, they say, what matters is whether district leaders effectively select and implement their strategy by achieving coherence among key elements and actors--the district's environment, resources, systems, structures, stakeholders, and culture. The authors examine the five districts' approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas--academic programming, budgeting, and staffing--is essential to developing an effective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment influence the relationship between the central office and schools. Each chapter also provides relevant "Lessons for Practice"--actionable takeaways--that educational leaders from any district can use successfully to improve the central office-school relationship. An index is included.

In "Building Relationships, Yielding Results," the seasoned superintendent of an urban school district 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 or inundating them with information, Julie L. Hackett demonstrates how to tailor traditional superintendent activities to include board members and increase understanding and trust. In this book, the author: (1) Describes how district leaders can adapt existing practices, like entry and strategic planning, to create and develop productive relationships and an inclusive district culture; (2) Provides strategies that superintendents need to practice consistently in order to implement successful twenty-first-century school reforms; and (3) Includes recommendations for developing and utilizing norms and beliefs protocols, strategic priority lists, and plans for monitoring progress with a school board. In the face of rising expectations, competing goals, accountability pressures, and limited resources, today's superintendents require skills and vision to accomplish their goals and meet the needs of a range of constituencies. Filled with real-world examples and lively anecdotes, "Building Relationships, Yielding Results" provides current and aspiring superintendents with an abundance of ideas that can be customized to local circumstances.

In "English Language Learners and the New Standards," three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning--from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities. In "English Language Learners and the New Standards," the authors: (1) Clarify the skills and knowledge teachers need to integrate content knowledge and language development; (2) Show how teachers can integrate formative assessment in ongoing teaching and learning; (3) Discuss key leverage points and stress points in using interim and summative assessments with ELLs; and (4) Provide classroom vignettes illustrating key practices. Finally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students. [Foreword written by Kenji Hakuta.]

In "Those Kids, Our Schools," Shayla Reese Griffin 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. Over three years, Griffin observed students, teachers, and administrators in a "post-racial" exurban high school in the Midwest. In its hallways, classrooms, lunchrooms, and staff meetings, she uncovered the disturbing ways in which racial tensions and prejudices persist and are reinforced. Students engaged in patterns of behavior that underscored racial hierarchies. Teachers--no matter how intellectually committed to equity and diversity--often lacked the skills, resources, or authority to address racial issues, while administrators failed to acknowledge racial tensions or recognize how school practices and policies perpetuated racial inequality. This astute and thoughtful book offers a revealing glimpse into the world of young people struggling with the legacy of racism. More important, it highlights the disservice being done to all students in our schools when educators fail to critically interrogate issues of race. Griffin's perceptive analysis illuminates the persistent influence of race in our education system and shows how--with appropriate support--teachers and students can develop the capacity to address racial issues and dynamics in schools in a frank and constructive way. [Foreword by William Jelani Cobb.]

"Ripe for Change: Garden-Based Learning in Schools" 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. In this inviting and accessible book, the author: summarizes the current school gardening movement and the emerging field of garden-based learning; provides an overview of the origins, benefits, and barriers to school gardening; explores sustainable models for garden-based learning; includes five case studies of successful partnerships between urban districts and nonprofit school gardening organizations around the country; illustrates how gardens can be used for integrating academic lessons aligned with the Common Core State Standards and Next Generation Science Standards; includes examples of important tools available for assessing the impact of school gardens. "Ripe for Change" reveals a wealth of resources to show how garden-based learning is being implemented in a systematic way in public education, and offers next steps to widen and deepen the practice to reach children in all schools. Three appendices are included: Appendix A: Sample Teacher Usage Surveys; Appendix B: Cambridge Public Schools Curriculum Connections; and Appendix C: Sample Garden Assessment. Resources, notes, and an index are also included. [Foreword by David Sobel.]

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color 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. In a series of detailed chapters, Milner proposes effective practices--at district and school levels, and in individual classrooms--for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty--and how they can best serve these students in their schools and classrooms. The following chapters are included: (1) School- and District-Level Reform for Effective Teaching and Learning; (2) Focus on Instruction; (3) Case Studies of Practice: Life in Schools and Classrooms; (4) A Call to Action in Teacher Education; and (5) Conclusion. (An Index is included.) [Foreword is written by Tyrone Howard.]

"The Cage-Busting Teacher" 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. "Cage-busting is 'concrete', 'precise', and 'practical'," writes Frederick M. Hess. This invaluable book helps teachers understand why and how to revisit their assumptions and enables them to have greater impacts upon their schools and beyond. Based on interviews with hundreds of teachers, teacher advocates, union leaders, and others, Hess identifies the challenges teachers face, seeks concrete and workable solutions, and offers recommendations to put those solutions in place. A uniquely practical and inspiring book, "The Cage-Busting Teacher" is for educators who want to shape the schools and systems in which they work. [The following are appended: (1) Cage-Busting for Beginners; (2) Glossary of Terms; (3) Teacher Voice Organizations; (4) Fellowships and Leadership Opportunities; (5) Resources for Rethinking the Profession; (6) AFT and NEA Initiatives; and (7) Questions for Further Thought and Exploration.]

April 2015 marks the fiftieth anniversary of the Elementary and Secondary Education Act (ESEA), the landmark legislation that has provided the foundation of federal education policy in the United States. In "Presidents, Congress, and the Public Schools," longtime policy analyst Jack Jennings examines the evolution of federal education policy and outlines a bold and controversial vision for its future. Jennings brings an insider's knowledge to this account, offering a vivid analysis of federal efforts in the education arena and revealing 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. After assessing the impacts of Title I and NCLB, and exploring the variety of ways that the federal government has intervened in education, Jennings sets forth an ambitious agenda for reframing education as a federal civil right and ensuring that every child has the opportunity to learn. An index is included. [Foreword by Michael J. Feuer.]

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. In "Learning to Improve," the authors argue for a new approach. Rather than "implementing fast and learning slow," they believe educators should adopt a more rigorous approach to improvement that allows the field to "learn fast to implement well." Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how "networked improvement communities" can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. "Learning to Improve" offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation's schools and colleges.

When their children were young, several parents interviewed in this book were told "you can't expect much from your child." As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them. "How Did You Get Here?" clearly refutes these common, destructive assumptions. It 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--including educational strategies, technologies, and undaunted intellectual ambitions--as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account--in the voices of the students themselves--of what it takes to grapple effectively with the many challenges facing young people with disabilities. A compelling and practical book, "How Did You Get Here?" offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success. [Foreword written by David H. Rose; Conclusion written by Wendy S. Harbour.]