In The Fight for America's Schools, Barbara Ferman brings together a diverse group of contributors to investigate how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals. The Fight for America's Schools tackles recent changes in the landscape of education policy that have prompted significant alterations in the politics of education. Collectively, No Child Left Behind, Race to the Top, the Common Core State Standards, and now the Every Student Succeeds Act have chipped away at the traditional center of community control-a trend reinforced by the charter movement, school closures, and state takeovers of some urban schools. At the same time, market-based reforms have sparked resistance from teachers, parents, students, and community groups. The book explores grassroots organizing campaigns in mid-Atlantic cities and suburbs, describing the reconfiguration of historical alliances, the mobilization of new organizations, and the potential for new coalitions that provide a countervailing force to establish political configurations and strive to preserve education as a public good.

Economic development and urban growth are the contested grounds of urban politics. Business elites and politicians tend to forge "pro-growth" coalitions centered around downtown development while progressive and neighborhood activists counter with a more balanced approach that features a strong neighborhood component. Urban politics is often shaped by this conflict, which has intellectual as well as practical dimensions. In some cities, neighborhood interests have triumphed; in others, the pro-growth agenda has prevailed.

In this illuminating comparative study, Barbara Ferman demonstrates why neighborhood challenges to pro-growth politics were much more successful in Pittsburgh than they were in Chicago. Operating largely in the civic arena, Pittsburgh's neighborhood groups encountered a political culture and institutional structure conducive to empowering neighborhood progressivism in housing and economic development policymaking. In contrast, the pro-growth agenda in Chicago was challenged in the electoral arena, which was dominated by machine, ward-based politicians who regarded any independent neighborhood organizing as a threat. Consequently, neighborhood demands for policymaking input were usually thwarted.

Besides revealing why the development policies of two important American cities diverged, Ferman's unique comparative approach to this issue significantly expands the scope of urban analysis. Among other things, it provides the first serious study to incorporate the civic sector-neighborhood politics-as an important component of urban regimes. Ferman also emphasizes institutional and cultural factors-often ignored or relegated to residual roles in other studies-and expounds on their influence in shaping local politics and policy. To add an analytical and normative dimension to urban analysis, she focuses on the "non-elite" actors, not just the economic and political elites who compose governing coalitions.

Ultimately, Ferman takes a more holistic and balanced view of large cities than is typical for urban studies as she argues that neighborhoods are an important, integral part of what cities are and can be. For that reason especially, her work will have a profound impact upon our understanding of urban politics.

In The Fight for America's Schools, Barbara Ferman brings together a diverse group of contributors to investigate how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals. The Fight for America's Schools tackles recent changes in the landscape of education policy that have prompted significant alterations in the politics of education. Collectively, No Child Left Behind, Race to the Top, the Common Core State Standards, and now the Every Student Succeeds Act have chipped away at the traditional center of community control-a trend reinforced by the charter movement, school closures, and state takeovers of some urban schools. At the same time, market-based reforms have sparked resistance from teachers, parents, students, and community groups. The book explores grassroots organizing campaigns in mid-Atlantic cities and suburbs, describing the reconfiguration of historical alliances, the mobilization of new organizations, and the potential for new coalitions that provide a countervailing force to establish political configurations and strive to preserve education as a public good.