ERIC Number: ED466507
Record Type: RIE
Publication Date: 2002
Meeting the Needs of Low Performing Urban Schools. A Policy and Practice Brief.
Lawson, Hal A.
This brief is designed to promote collaborative leadership in the work of transforming low performing urban schools into successful schools. The brief is organized into several topics, which include framing the challenge (concentrated disadvantage, concentration effects, and savage inequalities); encouraging educators and partners to promote the collective conviction that low performing schools can be turned around; encouraging educators and partners to gain awareness about and readiness for more comprehensive school improvement initiatives; encouraging educators and partners to become collaborative leaders; highlighting the benefits of such efforts; and promoting new partnerships involving school communities, higher education institutions, state agencies, and charitable foundations. The brief describes problems found in low performing schools (e.g., social promotion, retention, exclusion, deplorable conditions, and staff turnover) and identifies the formula for transforming low performing schools. It classifies and analyzes comprehensive school improvement efforts (e.g., federal and state initiatives and experimental school-community partnerships) and frames action planning for low performing schools. After examining inherited structures, policies, practices, and beliefs, the brief explains how to expand and strengthen comprehensive improvement initiatives and recommends viewing crises as opportunities for strategic investments. (SM)
Descriptors: Academic Achievement, College School Cooperation, Cooperative Planning, Disadvantaged Youth, Educational Improvement, Educational Planning, Elementary Secondary Education, Equal Education, Low Achievement, Partnerships in Education, School Community Relationship, Socioeconomic Influences, Teacher Collaboration, Urban Schools
For full text: http://www.albany.edu/~hlawson/urban-schools.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A