Equity-Driven Public Education: A Historic Opportunity

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  • Author(s): Chatterjee, Oona
  • Language:
    English
  • Source:
    Voices in Urban Education. 2014 (39):2-5.
  • Publication Date:
    2014
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: [email protected]; Web site: http://www.annenberginstitute.org
    • Peer Reviewed:
      N
    • Source:
      4
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Public Education; Educational Opportunities; Community Organizations; Community Coordination; Community Action; Educational Change; Advocacy; Activism; Educational Policy; Change Strategies; Educational History; Metropolitan Areas; School Restructuring; Elementary Secondary Education
    • Subject Terms:
      New York
    • ISSN:
      1553-541X
    • Abstract:
      The election of Mayor Bill de Blasio in November 2013 was a historic moment for proponents of student-centered, equity-driven public education. During the campaign, de Blasio ran on an agenda of ending New York City's "Tale of Two Cities" and elevated a comprehensive vision for improving the city's more than 1,800 public schools as a cornerstone of that agenda. His vision includes many of the signature reforms fought for by advocates throughout the twelve preceding years of the Bloomberg administration: the creation of 100 community schools in his first term; supports for struggling schools, rather than school closings; reduced reliance on disciplinary measures that remove students from classrooms; and an accountability system that relies on measures other than standardized tests. The articles in this issue of "VUE" describe how an array of long-standing organizations forged a new level of partnership and drew in dozens of new partners to impact the education debate throughout the mayoral election. While these organizations never collectively endorsed any candidate, their work created a climate where all viable candidates were forced to take clear positions on some of the most heated education questions facing the city. Their work also provided vibrant opportunities for thousands of previously unengaged New Yorkers in communities throughout the city to share their views about education through an innovative and in-depth community engagement effort.
    • Abstract:
      ERIC
    • Number of References:
      1
    • Publication Date:
      2014
    • Accession Number:
      EJ1046139