This report shares findings from a six-year research study on the impact of the two organizations’ education organizing on increased educational opportunities for students in the Northwest Bronx. In 1996, a small group of public school parents in the Bronx, New York, launched what became a ten-year struggle to improve overcrowded schools and aging school facilities in their community. The Northwest Bronx Community and...
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The Rhode Island Urban Education Task Force was created in January 2008 by Governor Donald L. Carcieri. He named Warren Simmons, executive director of the Annenberg Institute for School Reform at Brown University as chair. The goal was to develop a statewide response to the challenges of raising student achievement in the state’s urban core public school districts. The final report of the Urban Education Task Force proposes recommendations and action steps in seven areas: pre-...
Postsecondary education is increasingly necessary to prepare young people to reach their full potentials as adults. Although New York City’s public schools are graduating more students and more of them are going on to college, high rates of remedial course-taking and low graduation rates indicate a need to improve academic preparation, enhance college access services, promote more effective transitions into college and provide more supportive environments in postsecondary institutions....
This report shares findings from a six-year research study on the impact of EPOP’s and YUC’s education organizing on district policy, increased school capacity, and improved student outcomes. EPOP’s and YUC’s education campaigns succeeded in keeping the voices of parents and students at the forefront of reform. School campaigns pushed district officials to respond to concrete and immediate needs: old facilities, violence...
Educational leadership is second only to teacher quality in its impact on student achievement. But research suggests that a new concept of leadership – one that sees leadership as distributed across a school system and community partners, rather than limited to individual, formal leaders – is better suited to today’s educational context. To develop this approach, leaders – all of them – need a new set of skills. This issue of Voices in Urban Education...