The beginning of a new presidential term in 2013 provides an opportunity to reflect on what’s working and what needs improvement in education reform policies. The year 2013 also marks AISR’s twentieth anniversary of research and capacity building in support of equity and excellence in urban public education. Informed by those two decades of work, this issue of VUE – featuring, for the first time, AISR authors for all the articles and...
Recent Publications
AISR had a unique opportunity to observe, facilitate, and document the early stages of a comprehensive and successful districtwide reform effort in Knoxville, Tennessee, through AISR's Central Office Review for Results and Equity, or CORRE in 2008, and then follow up four years later. The Central Office Review for Results and Equity...
Making sure that students graduate high school prepared for college and work has acquired increasing urgency in education reform today. But how do we know when a student is “college ready?" And, most importantly, how do we use that information to design effective supports and interventions? In this issue of VUE, researchers from AISR and the John W. Gardner Center (JGC), district and school administrators, and a college president...
The portfolio district model adopted by Mayor Michael Bloomberg in New York City is often held up as a national model for high school "choice," touted as the best way to reduce pernicious race- and income-based achievement gaps. According to this model, student demographics are “no excuse” for poor performance: teacher quality is the single most important determinant of student success. But this AISR study on college readiness shows that in spite of...
In the summer 2012 issue of VUE, developed in partnership with the Education for Liberation Network, participants from the 2011 Free Minds Free People Conference write about the liberatory potential of education. Through myriad lenses, these teachers, students, activists, and scholars focus on the crucial ways that education forms the most basic foundation of a democratic, equitable society and what it means to engage in education for liberation.
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