School Reform, Corporate Style: Chicago, 1880-2000

Studies in Government & Public
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Like other big city school systems, Chicago's has been repeatedly "reformed" over the last century. Yet its schools have fallen far short of citizens' expectations and left a gap between the performances of white and minority students. Many blame the educational establishment for resisting change. Other critics argue that reform occurs too often; still others claim it comes not often enough. Dorothy Shipps reappraises the tumultuous history of educational progress in Chicago, revealing that the persistent lack of improvement is due not to the extent but rather the type of reform. Throughout the twentieth century, managerial reorganizations initiated by the business community repeatedly altered the governance structure of schools--as well as the relationships of teachers to children and parents--but brought little improvement, while other more promising reform models were either resisted or crowded out. Shipps chronicles how Chicago's corporate actors led, abetted, or restrained nearly every attempt to transform the city's school system, then asks whether schools might be better reformed by others. To show why city schools have failed urban children so badly, she traces Chicago's reform history over four political eras, revealing how corporate power was instrumental in designing and revamping the system. Her narrative encompasses the formative era of 1880-1930, when teachers' unions moderated business plans; previously unexplored business activism from 1930 to 1980, when civil rights dominated school reform, and the decentralization of the 1980s. She also covers the uneasy cooperation among business associations in the 1990s to install the mayor as head of the school system, a governingregime now challenged by privatization advocates. Business people may be too wedded to a stunted view of educators to forge a productive partnership for change. Unionized teachers bridle at the second-class status accorded them by managers. If reform is to reach deeply into
Autor: Dorothy Shipps
Dorothy Shipps was managing director of the Consortium on Chicago School Research from 1996 to 1999. She currently is assistant professor of education at Teachers College, Columbia University, and is coeditor of Reconstructing the Common Good in Education: Coping with Intractable American Dilemmas.

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Autor: Dorothy Shipps
ISBN-13 :: 9780700614509
ISBN: 0700614508
Erscheinungsjahr: 01.04.2006
Verlag: UNIV PR OF KANSAS
Gewicht: 458g
Seiten: 294
Sprache: Englisch
Sonstiges: Taschenbuch, 225x169x24 mm
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