By the early twenty-first century, a startling consensus had
emerged about the overall aim of American school reform. In an era
of political discord, and in a field historically known for
contentiousness, the notion of promoting educational excellence for
all students was a distinct point of bipartisan agreement. Shaped
by a corps of entrepreneurial reformers intent on finding "what
works" and taking it to scale, this hybrid vision won over the
nation's most ambitious and well-resourced policy leaders at
foundations and nonprofits, in state and federal government, and in
urban school districts from coast to coast.
"Excellence for all" might, at first glance, appear to be
nothing more than a rhetorical flourish. Who, after all, would
oppose the idea of a great education for every student? Yet it is
hardly a throwaway phrase. Rather, it represents a surprising
fusion of educational policy approaches that had been in tense
opposition throughout the twentieth century--those on the right
favoring social efficiency, and those on the left supporting social
justice.
This book seeks to understand why the "excellence for all"
vision took hold at the time it did, unpacks the particular beliefs
and assumptions embedded in it, and details the often informal
coalition building that produced this period of consensus.
Examining the nation's largest urban school districts (Los Angeles,
Chicago, and New York), the author details three major reform
efforts in chapters titled "The Right Space: The Small Schools
Movement"; "The Right Teachers: Teach for America"; and "The Right
Curriculum: Expanding Advanced Placement."
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