Pedro A. Noguera is the Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. Esa Syeed is an assistant professor in the department of sociology at the California State University–Long Beach.

• Series Foreword James A. BanksPreface1. City Schools Revisited: The Politics and Possibilities of Urban EducationIntroductionNCLB and The Emergence of a New Education Reform MovementThe Legacy Of NCLB: Wide-Ranging Impacts, Little ImprovementA New Era of Reform Under Trump?The Urban Context: Change and Consistency2. The Social Context and Its Impact on Inner-City SchoolingThe Making of the City and Its Schools: Urbanization, Segregation, and the Accumulation of Disadvantage. Re-Making The "Urban": The Changing Character of City SchoolsThe Need for Contextual Explanations: The Case of School ClosuresA Wider Focus: Bringing Contexts into our Work3. The Role of Schools in Reducing Racial InequalityStructural Racism and The Persistence of Racial DisparitiesA Day in the Life: Racial Disparities in Lived ExperienceChanging Paradigms of RaceSeeking Possibilities: Teaching for Racial JusticeWithout Honors: Race and the Mechanisms of TrackingConclusion4. The Power to Change: Limits and Opportunities in School ReformA View from the Top: Power and Elite-led ReformsPower to the Person: Charters and the Individualization of ChangePeople Power: Building Capacity at the GrassrootsBringing it all Together: California and School Finance ReformsConclusion5. Safety, Security and the Threat of Violence in Urban SchoolsBeyond Fear: Understanding and Responding to Threats to School SafetyThe Sociology of Violence in Urban AreasAddressing Violence by Building and Repairing TrustThe Role of Trust in Promoting Safety in SchoolsConclusion6. Conclusion: Still Pursuing the DreamCan We Learn From Success?From Reform to TransformationExpanding Access to Educational OpportunityAddressing the Structural Barriers to ChangeRecognizing Constraints and Acting on Possibilities for ChangeReferencesIndexAbout the Authors

“In the context of academic and public discourses that perpetually highlight what is ‘wrong’ with city schools, Noguera and Syeed offer a vital treatise on schools’ potential for advancing racial justice and social equity in K-12 education and beyond. While this premise undergirds both City Schools volumes, it is supported in City Schools 2 by a plethora of new and timely information and fresh theoretical perspectives. As such, this book has much to offer researchers, practitioners, and policy makers interested in the improvement of urban schools and public K-12 education more broadly and the well-being of the constituents they serve.”—Teachers College Record

Pedro A. Noguera is the Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. Esa Syeed is an assistant professor in the department of sociology at the California State University–Long Beach.

• Series Foreword James A. BanksPreface1. City Schools Revisited: The Politics and Possibilities of Urban EducationIntroductionNCLB and The Emergence of a New Education Reform MovementThe Legacy Of NCLB: Wide-Ranging Impacts, Little ImprovementA New Era of Reform Under Trump?The Urban Context: Change and Consistency2. The Social Context and Its Impact on Inner-City SchoolingThe Making of the City and Its Schools: Urbanization, Segregation, and the Accumulation of Disadvantage. Re-Making The "Urban": The Changing Character of City SchoolsThe Need for Contextual Explanations: The Case of School ClosuresA Wider Focus: Bringing Contexts into our Work3. The Role of Schools in Reducing Racial InequalityStructural Racism and The Persistence of Racial DisparitiesA Day in the Life: Racial Disparities in Lived ExperienceChanging Paradigms of RaceSeeking Possibilities: Teaching for Racial JusticeWithout Honors: Race and the Mechanisms of TrackingConclusion4. The Power to Change: Limits and Opportunities in School ReformA View from the Top: Power and Elite-led ReformsPower to the Person: Charters and the Individualization of ChangePeople Power: Building Capacity at the GrassrootsBringing it all Together: California and School Finance ReformsConclusion5. Safety, Security and the Threat of Violence in Urban SchoolsBeyond Fear: Understanding and Responding to Threats to School SafetyThe Sociology of Violence in Urban AreasAddressing Violence by Building and Repairing TrustThe Role of Trust in Promoting Safety in SchoolsConclusion6. Conclusion: Still Pursuing the DreamCan We Learn From Success?From Reform to TransformationExpanding Access to Educational OpportunityAddressing the Structural Barriers to ChangeRecognizing Constraints and Acting on Possibilities for ChangeReferencesIndexAbout the Authors

“In the context of academic and public discourses that perpetually highlight what is ‘wrong’ with city schools, Noguera and Syeed offer a vital treatise on schools’ potential for advancing racial justice and social equity in K-12 education and beyond. While this premise undergirds both City Schools volumes, it is supported in City Schools 2 by a plethora of new and timely information and fresh theoretical perspectives. As such, this book has much to offer researchers, practitioners, and policy makers interested in the improvement of urban schools and public K-12 education more broadly and the well-being of the constituents they serve.”—Teachers College Record

Pedro A. Noguera is the Emery Stoops and Joyce King Stoops Dean of the USC Rossier School of Education. Esa Syeed is an assistant professor in the department of sociology at the California State University–Long Beach.

• Series Foreword James A. BanksPreface1. City Schools Revisited: The Politics and Possibilities of Urban EducationIntroductionNCLB and The Emergence of a New Education Reform MovementThe Legacy Of NCLB: Wide-Ranging Impacts, Little ImprovementA New Era of Reform Under Trump?The Urban Context: Change and Consistency2. The Social Context and Its Impact on Inner-City SchoolingThe Making of the City and Its Schools: Urbanization, Segregation, and the Accumulation of Disadvantage. Re-Making The "Urban": The Changing Character of City SchoolsThe Need for Contextual Explanations: The Case of School ClosuresA Wider Focus: Bringing Contexts into our Work3. The Role of Schools in Reducing Racial InequalityStructural Racism and The Persistence of Racial DisparitiesA Day in the Life: Racial Disparities in Lived ExperienceChanging Paradigms of RaceSeeking Possibilities: Teaching for Racial JusticeWithout Honors: Race and the Mechanisms of TrackingConclusion4. The Power to Change: Limits and Opportunities in School ReformA View from the Top: Power and Elite-led ReformsPower to the Person: Charters and the Individualization of ChangePeople Power: Building Capacity at the GrassrootsBringing it all Together: California and School Finance ReformsConclusion5. Safety, Security and the Threat of Violence in Urban SchoolsBeyond Fear: Understanding and Responding to Threats to School SafetyThe Sociology of Violence in Urban AreasAddressing Violence by Building and Repairing TrustThe Role of Trust in Promoting Safety in SchoolsConclusion6. Conclusion: Still Pursuing the DreamCan We Learn From Success?From Reform to TransformationExpanding Access to Educational OpportunityAddressing the Structural Barriers to ChangeRecognizing Constraints and Acting on Possibilities for ChangeReferencesIndexAbout the Authors

“In the context of academic and public discourses that perpetually highlight what is ‘wrong’ with city schools, Noguera and Syeed offer a vital treatise on schools’ potential for advancing racial justice and social equity in K-12 education and beyond. While this premise undergirds both City Schools volumes, it is supported in City Schools 2 by a plethora of new and timely information and fresh theoretical perspectives. As such, this book has much to offer researchers, practitioners, and policy makers interested in the improvement of urban schools and public K-12 education more broadly and the well-being of the constituents they serve.”—Teachers College Record