Differing circumstances, shared challenges: Finding common ground between urban and rural schools

Phi Delta Kappan

Volumn 87, Issue 2, 2005, Pages 123-130

  Truscott, Diane M ^a,b   Truscott, Stephen D ^c  

^a BUFFALO STATE COLLEGE   (United States)

^b GEORGIA STATE UNIVERSITY   (United States)

^c Department of Counseling and Psychological Services ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 27544437430     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508700208     Document Type: Review

References (57)

1. Status of Public Education in Rural Areas and Small Towns: A Comparative Analysis, National Education Association, September 1998, available at www.nea.org/rural/companal-rural.html.
2. Rural America (Washington, D.C.: U.S. Department of Agriculture, Economic Research Service, 2003);
3. Patrick Cardiff, Profiles of Poor Counties: Some Empirical Evidence (Washington, D.C.: U.S. Census Bureau/HHES/SAIPE Publication No. FB3-1065, 1999);
4. and Elizabeth Beeson and Marty Strange, "Why Rural Matters: The Need for Every State to Take Action on Rural Education, "Journal of Research in Rural Education, vol. 16, 2000, pp. 63-140.
5. There is substantial confusion about terms such as "minorities,""people of color,"and "nonwhites."In this article we use the terms "minority"and "people of color"interchangeably, with the understanding that "minorities"may, in fact, be the majority in many settings and that ethnicity is far more complex than skin color. We will use the term "white"to refer to non-Hispanic whites as reported in the U.S. Census.
6. John Portz, Lana Stein, and Robin R. Jones, City Schools and City Politics: Institutions and Leadership in Pittsburgh, Boston, and St. Louis (Lawrence: University Press of Kansas, 1999).
7. For more information regarding the data in this section, see Jill Fitzgerald, "English-as-a-Second-Language Reading Instruction in the United States: A Research Review,"Journal of Reading Behavior, vol. 27, 1995, pp. 115-52:
8. Eugene E. Garcia, The Education of Linguistically and Culturally Diverse Students (Santa Cruz, Calif.: National Center for Research on Cultural Diversity and Second Language Learning, 1992);
9. John Iceland, "Beyond Black and White: Metropolitan Residential Segregation in Multiethnic America,"Social Science Research, June 2004, pp. 24871;
10. and National Public Radio, "NPR Special Report: Educating Latinos,"2002, available at www.npr.org/programs/atc. Search on the title.
11. National Center for Education Statistics, Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-2001 (Washington, D.C.: U.S. Department of Education, November 2003), Table 7.
12. Abigail Thernstrom, quoted in Michelle Adam, "No Child Left Behind: The Impossible Dream?,"Hispanic Outlook, 6 January 2003, p. 30.
13. These data and other related information can be found in Ruby Payne, A Framework for Understanding Poverty (Highlands, Tex.: aha! Process, Inc., 1998);
14. Working in the 21st Century (Washington, D.C.: U.S. Department of Labor Statistics, 2003);
15. Revelations and Recommendations: The 2000 HSF Hispanic Education Study (San Francisco: Hispanic Scholarship Fund, 2000);
16. and National Center for Children in Poverty, Children of Immigrants: A Statistical Profile, September 2002, available at www.nccp.org. Search on the title.
17. Carl L. Bankston and Stephen J. Caldas, A Troubled Dream: The Promise and Failure of School Desegregation in Louisiana (Nashville, Tenn.: Vanderbilt University Press, 2002), p. 19.
18. Jay D. Teachman et al., "Poverty During Adolescence and Subsequent Educational Attainment,"in Greg Dunn and Jeanne Brooks-Gunn, eds., Consequences of Growing Up Poor (New York: Russell Sage, 1997), pp. 382-418.
19. Working in the 21st Century
20. Jay Rey, "Hispanics on the Rise,"Buffalo News, 16 November 2002, pp.A-1, A-7.
21. Gary Orfield, Schools More Separate: Consequences of a Decade of Resegregation (Cambridge, Mass.: Civil Rights Project, Harvard University, 2001), p. 2.
22. Board of Education of Oklahoma City v. Dowell, 498 U.S. 237, 1991.
23. Orfield, p. 11.
24. For more information, see Jomills Braddock and James McPartland, "Social-Psychological Processes That Perpetuate Racial Segregation: The Relationship Between School and Employment Desegregation,"Journal of Black Studies, vol. 19, 1989, pp. 267-89;
25. Gary Orfield and Dean Whitla, "Diversity and Legal Education: Student Experiences in Leading Law Schools,"in Gary Orfield and Michal Kurlaender, eds., Diversity Challenged (Cambridge, Mass.: Harvard Educational Publishing, 2001), pp. 143-74;
26. and Amy Stuart Wells and Robert L. Grain, "Perpetuation Theory and the Long-Term Effects of School Desegregation,"Review of Educational Research, vol. 64, 1994, pp. 531-55.
27. Beeson and Strange, p.1.
28. Kathy Christie, "The Rural Bellwether,"Phi Delta Kappan, February 2001, pp. 425-27.
29. Kenna Seal and Hobart Harmon, "Realities of Rural School Reform,"Phi Delta Kappan, October 1995, p. 120.
30. See Beeson and Strange, p. 8;
31. and Craig Howley, Mary Strange, and Robert Bickel, Research About School Size and School Performance in Impoverished Communities (Charleston, W. Va.: ERIC Clearinghouse on Rural Education and Small Schools, ERIC ED 488968, 2000).
32. Paul Theobald and Paul Nachtigal, "Culture, Community, and the Promise of Rural Education,"Phi Delta Kappan, October 1995, pp. 132-35.
33. Bruce Biddle and David Berliner, "Unequal School Funding in the United States,"Educational Leadership, May 2002, pp. 50-51.
34. For more regarding these dynamics, see Deborah Freitas, Managing Smallness: Promising Fiscal Practices far Rural School District Administrators (Charleston, W. Va.: ERIC Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1992);
35. and Craig Howley and Aimee Howley, "The Power of Babble,"Phi Delta Kappan, October 1995, pp. 26-31.
36. Robert Slavin, "How Can Funding Equity Ensure Enhanced Achievement?, "Journal of Education Finance, vol. 24, 1999, p. 521.
37. See Osha Gray Davidson, Broken Heartland: The Rise of America's Rural Ghetto (Iowa City: University of Iowa Press, 1996);
38. Status of Public Education in. Rural Areas and Small Towns; and Richard Rothstein and Karen Hawley Miles, Where's the Money Gone? Changes in the Level and Composition of Education Spending (Washington, D.C.: Economic Policy Institute, 1995).
39. Biddle and Berliner, p. 53.
40. Jaekyung Lee, "Racial and Ethnic Achievement Gap Trends: Reversing the Progress Toward Equity?,"Educational Researcher, January/February 2002, pp. 3-12.
41. Southeast Center for Teaching Quality, Recruiting Teachers far Hard-to-Staff Schools: Solutions for the Southeast and the Nation (Chapel Hill: University of North Carolina, 2002).
42. Quality Counts 2003: "If I Can't Learn from You... "(Bethesda, Md.: Editorial Projects in Education, 9 January 2003), p. 7.
43. See Linda Darling-Hammond, "Research and Rhetoric on Teacher Certification: A Response to 'Teacher Certification Reconsidered,'"Education Policy Analysis Archives, 6 September, 2002, pp. 1-56;
44. and Ildiko Laczko-Kerr and David Berliner, "The Effectiveness of 'Teach for America' and Other Undercertified Teachers on Student Academic Achievement: A Case of Harmful Public Policy,"Education Policy Analysis Archives, 6 September 2002, p. 2.
45. Status of Public Education in Rural Areas and Small Towns.
46. See Jonathan Kozol, Savage Inequalities: Children in America's Schools (New York: Crown, 1991);
47. Karen Hunter Quartz and TEP Research Group, "Too Angry to Leave: Supporting New Teachers' Commitment to Transform Urban Schools,"Journal of Teacher Education, vol. 54, 2003, pp. 99-111;
48. and Quality Counts 2003.
49. Susanna Pflaum and Theodore Abramson, "Teacher Assignment, Hiring, and Preparation: Minority Teachers in New York City,"The Urban Review, March 1990, pp. 17-31.
50. For data concerning teacher retention, see Paula Voell, "The Learning Curve,"Buffalo News, 3 October 2000, pp. C-1-C-2;
51. John Strachan, "Where Have All the Teachers Gone?,"New York Teacher, 7 November 2001;
52. Donald Freedman, Susan Brookhart, and William Loadman, "Realities of Teaching in Racially/Ethnically Diverse Schools: Feedback from Entry-Level Teachers,"Urban Education, vol. 34, 1999, pp. 89-114;
53. Quality Counts 2003; and Quartz and TEP Research Group, op. cit.
54. See Lois Weiner, "Research in the 90s: Implications for Urban Teacher Preparation,"Review of Educational Research, vol. 70, 2000, pp. 369-406.
55. Angela R. Taylor, "Conditions for American Children, Youth, and Families: Are We World Class?,"Educational Researcher, vol. 25 no. 8, 1996, pp. 10-12.
56. James Comer, "Schools That Develop Children,"American Prospect, 23 April 2001, pp. 1-9;
57. and Weiner, American Prospect op. cit.