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Author: Tamara Pizzoli Publisher: HarperCollins ISBN: 9780063011168 Category : Juvenile Nonfiction Languages : en Pages : 40
Book Description
An awe-inspiring autobiographical picture book about a young African American girl who lived during the shutdown of public schools in Farmville, Virginia, following the landmark civil rights case Brown vs. Board of Education of Topeka. Most people think that the Brown vs. Board of Education decision of 1954 meant that schools were integrated with deliberate speed. But the children of Prince Edward County located in Farmville, Virginia, who were prohibited from attending formal schools for five years knew differently, including Yolanda. Told by Yolanda Gladden herself, cowritten by Dr. Tamara Pizzoli and with illustrations by Keisha Morris, When the Schools Shut Down is a true account of the unconstitutional effort by white lawmakers of this small Virginia town to circumvent racial justice by denying an entire generation of children an education. Most importantly, it is a story of how one community triumphed together, despite the shutdown.
Author: Tamara Pizzoli Publisher: HarperCollins ISBN: 9780063011168 Category : Juvenile Nonfiction Languages : en Pages : 40
Book Description
An awe-inspiring autobiographical picture book about a young African American girl who lived during the shutdown of public schools in Farmville, Virginia, following the landmark civil rights case Brown vs. Board of Education of Topeka. Most people think that the Brown vs. Board of Education decision of 1954 meant that schools were integrated with deliberate speed. But the children of Prince Edward County located in Farmville, Virginia, who were prohibited from attending formal schools for five years knew differently, including Yolanda. Told by Yolanda Gladden herself, cowritten by Dr. Tamara Pizzoli and with illustrations by Keisha Morris, When the Schools Shut Down is a true account of the unconstitutional effort by white lawmakers of this small Virginia town to circumvent racial justice by denying an entire generation of children an education. Most importantly, it is a story of how one community triumphed together, despite the shutdown.
Author: Marisa De La Torre Publisher: Consortium on Chicago School Research ISBN: 9780981460482 Category : School closings Languages : en Pages : 40
Book Description
Few decisions by a school district are more controversial than the decision to close a school. School staff, students and their families, and even the local community all bear a substantial burden once the decision is made to close a school. Since 2001, Chicago Public Schools (cps) has closed 44 schools for reasons of poor academic performance or underutilization. Despite the attention that school closings have received in the past few years, very little is known about how displaced students fare after their schools are closed. This report examines the impact that closing schools had on the students who attended these schools. The authors focus on regular elementary schools that were closed between 2001 and 2006 for underutilization or low performance and ask whether students who were forced to leave these schools and enroll elsewhere experienced any positive or negative effects from this type of school move. They look at a number of student outcomes, including reading and math achievement, special education referrals, retentions, summer school attendance, mobility, and high school performance. They also examine characteristics of the receiving schools and ask whether differences in these schools had any impact on the learning experiences of students who transferred into them. The authors report six major findings: (1) Most students who transferred out of closing schools reenrolled in schools that were academically weak; (2) The largest negative impact of school closings on students' reading and math achievement occurred in the year before the schools were closed; (3) Once students left schools slated for closing, on average the additional effects on their learning were neither negative nor positive; (4) Although the school closing policy had only a small overall effect on student test scores, it did affect summer school enrollment and subsequent school mobility; (5) When displaced students reached high school, their on-track rates to graduate were no different than the rates of students who attended schools similar to those that closed; and (6) The learning outcomes of displaced students depended on the characteristics of receiving schools. Overall, they found few effects, either positive or negative, of school closings on the achievement of displaced students. Appended are: (1) School Closings and New Openings; and (2) Data, Analytic Methods, and Variables Used. (Contains 5 tables, 12 figures and 53 endnotes.)[For the (What Works Clearinghouse (wwc) Quick Review of this report, see ed510790.].
Author: Richard Selznick Publisher: Sentient Publications ISBN: 1591810787 Category : Education Languages : en Pages : 192
Book Description
Based on the author's clinical experience as director of a program in the pediatrics department of a large teaching hospital that assesses and treats a broad range of learning problems, this book offers techniques that parents can use to help their shut-down learner succeed in school and in life.
Author: Eve L. Ewing Publisher: University of Chicago Press ISBN: 022652616X Category : Education Languages : en Pages : 237
Book Description
“Failing schools. Underprivileged schools. Just plain bad schools.” That’s how Eve L. Ewing opens Ghosts in the Schoolyard: describing Chicago Public Schools from the outside. The way politicians and pundits and parents of kids who attend other schools talk about them, with a mix of pity and contempt. But Ewing knows Chicago Public Schools from the inside: as a student, then a teacher, and now a scholar who studies them. And that perspective has shown her that public schools are not buildings full of failures—they’re an integral part of their neighborhoods, at the heart of their communities, storehouses of history and memory that bring people together. Never was that role more apparent than in 2013 when Mayor Rahm Emanuel announced an unprecedented wave of school closings. Pitched simultaneously as a solution to a budget problem, a response to declining enrollments, and a chance to purge bad schools that were dragging down the whole system, the plan was met with a roar of protest from parents, students, and teachers. But if these schools were so bad, why did people care so much about keeping them open, to the point that some would even go on a hunger strike? Ewing’s answer begins with a story of systemic racism, inequality, bad faith, and distrust that stretches deep into Chicago history. Rooting her exploration in the historic African American neighborhood of Bronzeville, Ewing reveals that this issue is about much more than just schools. Black communities see the closing of their schools—schools that are certainly less than perfect but that are theirs—as one more in a long line of racist policies. The fight to keep them open is yet another front in the ongoing struggle of black people in America to build successful lives and achieve true self-determination.
Author: Richard Selznick Publisher: Sentient Publications ISBN: 1591811783 Category : Education Languages : en Pages : 242
Book Description
Richard Selznick is a child psychologist who has helped parents with their children s struggles in school for more than 25 years. His first book, The Shut-Down Learner, identified the problems faced by spatial learners and recommended ways that parents and teachers can help them learn. School Struggles offers aid, comfort, and perspective to parents whose children have difficulty in school for a multitude of reasons. Selznick addresses reading and writing issues, task analysis, learning disabilities, behavioral problems, difficulties with organization, social skills, medication, parents interactions with teachers, and more, in a practical, down-to-earth manner. The book is filled with takeaway points, surprising insights, and new actions to try with your child that are a godsend for families struggling with school and behavioral issues. Through his work with thousands of academically struggling kids and their families, Dr. Selznick has developed techniques and easily applicable tools on pretty much any topic that plagues parents and children alike, including the excessive use of technology, parental indulgence of their children, and the difficulty of being patient with a frustrating situation. This is an indispensable guide for any parent who stays awake at night worrying about their child s school experience, whether the issues are academic or social, or both."
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309680077 Category : Education Languages : en Pages : 115
Book Description
The COVID-19 pandemic has presented unprecedented challenges to the nation's K-12 education system. The rush to slow the spread of the virus led to closures of schools across the country, with little time to ensure continuity of instruction or to create a framework for deciding when and how to reopen schools. States, districts, and schools are now grappling with the complex and high-stakes questions of whether to reopen school buildings and how to operate them safely if they do reopen. These decisions need to be informed by the most up-to-date evidence about the SARS-CoV-2 virus that causes COVID-19; about the impacts of school closures on students and families; and about the complexities of operating school buildings as the pandemic persists. Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities provides guidance on the reopening and operation of elementary and secondary schools for the 2020-2021 school year. The recommendations of this report are designed to help districts and schools successfully navigate the complex decisions around reopening school buildings, keeping them open, and operating them safely.
Author: Daniel J. Losen Publisher: Teachers College Press ISBN: 0807773492 Category : Education Languages : en Pages : 286
Book Description
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
Author: Margaret F. Brinig Publisher: University of Chicago Press ISBN: 022612214X Category : Education Languages : en Pages : 215
Book Description
In the past two decades in the United States, more than 1,600 Catholic elementary and secondary schools have closed, and more than 4,500 charter schools—public schools that are often privately operated and freed from certain regulations—have opened, many in urban areas. With a particular emphasis on Catholic school closures, Lost Classroom, Lost Community examines the implications of these dramatic shifts in the urban educational landscape. More than just educational institutions, Catholic schools promote the development of social capital—the social networks and mutual trust that form the foundation of safe and cohesive communities. Drawing on data from the Project on Human Development in Chicago Neighborhoods and crime reports collected at the police beat or census tract level in Chicago, Philadelphia, and Los Angeles, Margaret F. Brinig and Nicole Stelle Garnett demonstrate that the loss of Catholic schools triggers disorder, crime, and an overall decline in community cohesiveness, and suggest that new charter schools fail to fill the gaps left behind. This book shows that the closing of Catholic schools harms the very communities they were created to bring together and serve, and it will have vital implications for both education and policing policy debates.
Author: Tamara Pizzoli
Author: Tamara Pizzoli
Author: Martin Parker
Author: Marisa De La Torre
Author: Richard Selznick
Author: Eve L. Ewing
Author: Richard Selznick
Author: National Academies of Sciences, Engineering, and Medicine
Author: UNESCO
Author: Daniel J. Losen
Author: Margaret F. Brinig