Renewing Schools and Smarter Kids: Promises for Democracy

Phi Delta Kappan

Volumn 80, Issue 8, 1999, Pages 590-596

  Clark, Richard W ^a   Wasley, Patricia A ^b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b Bank Street College of Education   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002201680     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (10)

1. Some states not only give charter schools freedom of choice in curriculum and instruction but also excuse them from meeting the standards expected of other educational enterprises.
2. Other strategies are also being attempted. For example, California and other places are investing heavily in reducing class size, and many urban districts are eliminating "social promotion" policies. Some reformers are now beginning to talk about "capacity building" and to call for more staff development.
3. This conclusion is based in part on our study of school renewal efforts, reported in Patricia A. Wasley, Robert L. Hampel, and Richard W. Clark, Kids and School Reform (San Francisco: Jossey-Bass, 1997); on our continuing examination of school reform efforts in three of the largest districts in the country; and on our combined 65 years of experience as teachers and administrators in schools and universities.
4. Linda Darling-Harnmond et al., letter to the editor, Education Week, 2 December 1998, p. 41.
5. Christopher Cross, "The Standards Wars: Some Lessons Learned," Education Week, 21 October 1998, p. 32.
6. Ronald A. Wolk, "Education's High Stakes Gamble," Education Week, 9 December 1998, p. 48.
7. Arthur G. Powell, Lessons from Privilege: The American Prep School Tradition (Cambridge, Mass.: Harvard University Press, 1998).
8. Jeff Archer, "N.Y.C. Voucher Students Post Modest Gains," Education Week, 4 November 1998, p. 3.
9. Lynn Schnaiberg, "Report: Calif. Charters Fall Short on Promises," Education Week, 9 December 1998, p. 8.
10. We described four sets of connection: routines and repertoire, caring and expectations, rigor and innovation, and scale and discourse. We also identified four essential commitments for educators: commitments to ideas, to bias-free schools, to teacher growth, and to evidence.