Meaningful Urban Education Reform

Kathryn M. Borman is Professor of Anthropology and Associate Director of the David C. Anchin Center at the University of South Florida. She has collaborated on and coedited numerous books, including Ethnic Diversity in Communities and Schools: Recognizing and Building on Strengths (with M. Yvette Baber and Associates); Adolescent Years: Social Influences and Educational Challenges (coedited with Barbara Schneider); and Changing American Education: Recapturing the Past or Inventing the Future? (coedited with Nancy P. Greenman), also published by SUNY Press.

• List of IllustrationsList of TablesPrefaceAcknowledgmentsList of Abbreviations 1. Historical Context: How National Science Foundation Reforms Build on Earlier Reforms Systemic Reform School Culture—A Possible 7th Driver The Current Crisis: Closing the Persistent Achievement Gap Assessing the Impact of the Urban Systemic Initiatives The School Districts and CitiesResearch on Systemic Reform 2. The Importance of District and School Leadership District and School Administrator Participants Barriers to Reform Influence of Assessments Conclusion 3. Building Relationships to Sustain Reform Engaging Stakeholders School-Level Reports of Increasing Stakeholder Involvement Community Stakeholders' View of USI Impact on Their InvolvementConclusion 4. Professional Development in Systemic Reform Professional Development and Standards-Based PracticesImplications for Practice and Policy Conclusion 5. Instructional Practices in Mathematics and Science Classrooms Instructional Practices Understanding Instructional Practices: Our Measurement Tools Looking at Instructional Practices Combining Perspectives on Instructional Practices Using Cluster Analysis Conclusion 6. Student Engagement in Mathematics and Science Experience Sampling Method Conclusion 7. Closing the Achievement Gap Development of the Model Miami-Dade InitiativeChicago Initiative SummaryConclusion 8. School Culture: The Missing Lever in Improving Student Outcomes and Achieving Sustainable Reform School Culture Influence of School Culture on Classroom Practices Measuring School Culture, Professional Development, and Classroom PracticesMeasuring Student Achievement, Professional Development, and Classroom Practices across Sites Conclusion 9. What Have We Learned? A Summary of Key Findings What Matters at the District Level What Matters at the School Level What Matters at the Classroom Level Appendix A: Instrumentation Appendix B: Survey of Classroom Practices NotesWorks CitedList of ContributorsIndex