ERIC Number: ED465852
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Central Park East and Its Graduates: "Learning by Heart." The Series on School Reform.
This book describes New York City's Central Park East (CPE) Elementary School, which provides inner city children with the highest quality educators and pedagogy and is considered one of the most academically enriching U.S. schools. The book gives voice to young adults who emerged from poverty as a result of powerful experiences within CPE. Chapter 1, "Searching for Meaning in the Survey Data," outlines graduates' achievement. Chapter 2, "Individual Pathways to Learning," examines academic pathways to success constructed by students and teachers. Chapter 3, "Pathways to Emotional and Social Growth," describes how students used caring relationships fostered by CPE to create pathways to emotional and social growth. Chapter 4, "Racial Dimensions of a Learning Community," discusses how CPE bridged racial and cultural divides. Chapter 5, "'We Bought the Dream': The Parent-School Partnership at Central Park East," discusses why parents sent their children to CPE and describes parent support. Chapter 6, "'And Then They Will Become Gifted': CPE Graduates Look to the Future," describes triumphs, setbacks, hopes, and dreams. Chapter 7, "Creating a Learning Community," considers CPE's significance within contemporary school improvement. Appendixes contain New York City Elementary public school students as a comparison group and a report on one CPE student. (Contains 58 references.) (SM)
Descriptors: Academic Achievement, Child Development, Cultural Pluralism, Disadvantaged Youth, Educational Quality, Elementary Education, Inner City, Outcomes of Education, Parent Participation, Teacher Expectations of Students, Urban Schools
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 ($19.95). Tel: 212-678-3963; Web site: http://www.teacherscollegepress.com.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Sponsor: Andrew W. Mellon Foundation, New York, NY.; EXXON Education Foundation, New York, NY.; Spencer Foundation, Chicago, IL.
Authoring Institution: N/A