Free Ebook Spinning Wheels: The Politics of Urban School Reform
Oktober 12, 2010Free Ebook Spinning Wheels: The Politics of Urban School Reform
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Spinning Wheels: The Politics of Urban School Reform
Free Ebook Spinning Wheels: The Politics of Urban School Reform
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Review
"The strength in Hess's work lies in his thorough critique of the limitations of past reforms and related policy issues. He effectively documents the many issues and activities related to past school reforms. " —Don T. Martin, University of Pittsburgh"Hess's carefully articulated political-institutional framework makes an important contribution to our understanding of the causes, extent, and consequences of policy churn and provides food for thought with regard to designing further studies of urban education reform. " —Melissa J. Marschall, University of South Carolina"This book should be read by graduate students, policy makers, and professionals and practitioners. " —N. L. Arnez, emeritus, Howard University
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About the Author
Frederick M. Hess is the director of Education Policy Studies at the American Enterprise Institute for Public Policy Research. He is the coauthor (with Michael J. Petrilli) of No Child Left Behind Primer (Peter Lang, 2006) and editor of Educational Entrepreneurship (Harvard Education Press, 2006).
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Product details
Paperback: 228 pages
Publisher: Brookings Institution Press (November 1, 1998)
Language: English
ISBN-10: 0815736355
ISBN-13: 978-0815736356
Product Dimensions:
6 x 0.6 x 9 inches
Shipping Weight: 12 ounces (View shipping rates and policies)
Average Customer Review:
4.4 out of 5 stars
2 customer reviews
Amazon Best Sellers Rank:
#1,465,250 in Books (See Top 100 in Books)
I chose this rating because the book is a great source for Urban Ed Reform, and it is very useful in my class.
This book is about a very basic problem in urban schools, the problem of reform churn. In surveying over 60 urban schools, the author found that there is a pattern of school boards hiring new school superintendents, who comes in with great promise and lots of new ideas. There are lots of changes for a couple years, but there is no dramatic improvement, so the current school superintendent gets fired because things are still bad. Then a new superintendent comes in, again promising to fix things by implementing a lot of changes. The net result is no reform last long enough to truly fix any problems. The school district keeps lurching in different directions every couple years, never making any real progress.As I read this book I thought of:-------------"We trained hard, but it seemed every time we were beginning to form up into teams, we would be reorganized. I was to learn later in life that we tend to meet any new situation by reorganizing, and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency and demoralization"From Petronii Arbitri Satyricon AD 66.Attributed to Gaius PetronusGaius Petronus, a Roman General, later committed suicide-------------A pattern on constant reform is not new. Frederick Hess analyses the environment that produces this pattern in the school environment. He finds that in general members of the school board want to be re-elected. Many are using the office of school board as a stepping stone to other elected political offices. In general school boards which fight with each other don't get re-elected, so they are motivated to find issues they can agree on, and reform is an issue for which most board members see a need. So when there is a problem in the school district, they don't hire a new school superintendent who comes in promising to continue the reforms of the previous superintendent, they hire someone with fresh new ideas. The result is the old reforms which may have just started producing fruit are ignored and teachers are told to try some new methods. The result is things are not improving in the urban schools.The author makes the point that schools deal with two very important subjects, children and money. People are concerned that both are taken care of well. Unfortunately there are no simple objective measures to see how well a school is doing. This is partly the result of there being no clear, agreed upon, purpose to education. Some want children taught academic subjects, some want children to learn to be good citizens, some want children to be taught to take care of the earth, and so on. All of this means that people care very much about schools, but people can't tell how well a school is doing. So appearances become very important. Both the school board and the superintendent are strongly influenced to put on a good front.This idea of appearances being very important is explored in great depth in the book. And other related ideas are mentioned on why there is such a dizzying rate of reform efforts in urban schools.The book is well written. It is well structured. The author has done his research. It is interesting to read, though often painful to learn how bad things are. If you are looking for a better understanding of one of the key problems with public schools, this book is very worth reading.
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