Critical Trends in Urban Education: A Poll of America's Great City Schools.

Autor/inn/en	Lewis, Sharon; Williams, Adriane; Casserly, Michael
Institution	Council of the Great City Schools, Washington, DC.
Titel	Critical Trends in Urban Education: A Poll of America's Great City Schools.
Quelle	(1998), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Administrators; Community Leaders; Educational Change; Educational Improvement; Educational Trends; Elementary Secondary Education; Futures (of Society); Public Schools; School Restructuring; Surveys; Trend Analysis; Urban Problems; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Community leadership; Gemeindeleitung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Bildungsentwicklung; Future; Society; Zukunft; Public school; Öffentliche Schule; Schulreformplan; Schulumwandlung; Survey; Umfrage; Befragung; Trendanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend
Abstract	This monograph is the third in a series of polls of the leadership of America's major public school systems. In addition to surveying board members, superintendents, and other leadership staff, this poll also included urban mayors and representatives of colleges and universities who work with staff and students of the member cities of the Council of the Great City Schools. Approximately 235 persons responded to the survey, which was administered at the annual conference of the Council of the Great City Schools. Responses are compared, as appropriate, to the surveys of 1993-94 and 1995-96. Fully 82.1% of respondents indicated that they were optimistic or somewhat optimistic about the future of urban education, but slightly more than 1 in 10 were somewhat or entirely pessimistic. When educators and urban leaders were asked to rate the overall help the school system received, no group or sector had an overwhelming majority of favorable responses, but many were acknowledged. However, less than one-sixth gave positive ratings to the print and electronic media and the U.S. Congress. As in previous surveys, parental involvement, adequate funding, and academic achievement remained the top most pressing needs. Nearly 9 of 10 respondents said that the strategies they used most for urban education reform were securing partnerships with business and community leaders and implementing staff development programs. Developing and implementing professional programs, designing and implementing higher performance standards, and designing and implementing higher content standards were the three most effective school reform strategies mentioned. The insights provided by this poll show that the categories of urban leaders sampled were fairly consistent in their responses, and that they are fairly optimistic about the prospects for urban education. (Contains seven figures, two tables, and two references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC