Community Organizing for School Reform in New York City.

Autor/in	Mediratta, Kavitha
Institution	New York Univ., NY. Inst. for Education and Social Policy.
Titel	Community Organizing for School Reform in New York City.
Quelle	(2001), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Community Involvement; Educational Change; Elementary Secondary Education; Empowerment; High Risk Students; Leadership Training; Parent Participation; Politics of Education; Poverty; Public Schools; Racial Relations; School Community Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Problemschüler; Führungslehre; Elternmitwirkung; Educational policy; Bildungspolitik; Armut; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This paper examines school reform via community organizing in New York City's lowest performing public school districts. It summarizes findings from a national study on community organizing for school reform, profiling 10 community organizing groups. In 2000, researchers conducted surveys of and interviews with all NYC groups currently engaged in school reform organizing. Groups included the Association of Community Organizations for Reform Now (ACORN); Central Brooklyn Churches; Community Action Project; Community Advocates for Educational Excellence; Industrial Areas Foundation-Metro; Mothers on the Move; New Settlement Apartments Parent Action Committee; Northwest Bronx Community and Clergy Coalition; Queensbridge Community in Action; and Youth Force. Results indicate that power and accountability are central themes in these groups' missions and goals. Most focus specifically on public school parents and community residents. All groups attempt to influence decision making processes and structures within schools and districts, drawing on school performance data to raise members' awareness of school failure and confront schools about patterns of poor performance. Leadership training is an important goal for within the groups. Groups assess the impact of their organizing in various ways and report considerable achievement despite limited time and often volatile relationships between school systems and political leadership. A directory of organizations is appended. (SM)
Anmerkungen	New York University, Institute for Education and Social Policy, 726 Broadway, 5th Floor, New York, NY 10003, Tel: 212-998-5880; Fax: 212- 9954564; Web site: http://www.nyu.edu/iesp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC