Educators know that high school students cannot learn any subject if they are unable to get more than basic information from texts and are unable to convey information skillfully. In this issue of Voices in Urban Education, four authors share the latest knowledge and thinking about the critical issue of adolescent literacy.
This paper offers a descriptive analysis of the education work of eight highly developed community organizing groups, and develops and articulates a dynamic, mixed method research design to specify the relationships that link organizing efforts to changes in schooling outcomes.
This study, a collaboration of the Annenberg Institute and the Rhode Island Children's Crusade, looks at community attitudes about high school graduation requirements as part of Providence's high school redesign initiative. The report describes the views of community members, elicited in focus groups and interviews. The results of the study helped inform the planning for proposed new graduation requirements for the city's schools, which are now under consideration by the school board.
Research suggests that students of color can benefit from small schools. But some African American young people succeed in large schools, while others find that small schools have failed them. In this issue of Voices in Urban Education, five authors share their unique perspectives on how the popular reform strategy of creating small high schools works in practice for children of color.
This issue of Voices in Urban Education asks: What does "accountability” mean in the No Child Left Behind era? Current accountability efforts have not ensured a high-quality education for all students, in spite of ambitious goals. Rethinking Accountability presents a new conception of accountability that supports educational improvement and that recognizes the roles and responsibilities of all stakeholders. Seven authors ask probing questions and share insights on...