Why is it so difficult to design and implement fundamental
educational reform in large city schools in spite of broad popular
support for change? How does the politics of race complicate the
challenge of building and sustaining coalitions for improving urban
schools? These questions have provoked a great deal of theorizing,
but this is the first book to explore the issues on the basis of
extensive, solid evidence. Here a group of political scientists
examines education reform in Atlanta, Baltimore, Detroit, and
Washington, D.C., where local governmental authority has passed
from white to black leaders. The authors show that black
administrative control of big-city school systems has not
translated into broad improvements in the quality of public
education within black-led cities. Race can be crucial, however, in
fostering the broad civic involvement perhaps most needed for
school reform.
In each city examined, reform efforts often arise but collapse,
partly because leaders are unable to craft effective political
coalitions that would commit community resources to a concrete
policy agenda. What undermines the leadership, according to the
authors, is the complex role of race in each city. First, public
authority does not guarantee access to private resources, usually
still controlled by white economic elites. Second, local
authorities must interact with external actors, at the state and
national levels, who remain predominantly white. Finally, issues of
race divide the African American community itself and often place
limits on what leaders can and cannot do. Filled with insightful
explanations together with recommendations for policy change, this
book is an important component of the debate now being waged among
researchers, education activists, and the community as a whole.
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