ERIC Number: ED403346
Record Type: Non-Journal
Publication Date: 1995-Dec-15
Reference Count: N/A
Systemic Reform in Mathematics and Science Education: An Urban Perspective.
Clewell, Beatriz Chu; And Others
Studies of urban student performance in mathematics and science are reviewed in order to identify factors and processes that might improve student achievement. The first part of this review describes the urban context for education reform, beginning with a description of the demographic characteristics of urban students. The resource context is reviewed as it has been studied, considering community and family conditions, the availability and flow of teachers, the financial resources of urban school districts, and special programs for educationally disadvantaged students. The second part of the review describes systemic reform efforts from an urban perspective and examines literature related to current reforms and merging effective strategies for teaching inner-city youth. A final section presents conclusions based on the review. The review makes it evident that in implementing standards- based systemic reform, urban school systems face greater challenges than do other school systems. With a majority of students from disadvantaged backgrounds and fewer resources with which to implement change, urban schools are in a double bind. For urban students to achieve at high levels, their schools must be better than those in other communities. The reform of teaching and learning approaches holds the most promise for bringing about reform. An appendix contains tables of city, school district, and reform effort data. (Contains 4 tables and 336 references.) (SLD)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA. Directorate for Education and Human Resources.
Authoring Institution: Urban Inst., Washington, DC.