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Schools That Succeed, Students Who Achieve compares the academic
achievements of students in the United States to those of students
in other countries. Examining fundamental questions and educational
issues, James Deneen identifies what all students should learn and
discusses what American students currently learn. Deneen argues
that failing schools can become successful by studying examples of
successful schools with similar demographic features. To that end,
he presents profiles of ten successful elementary schools, seven
middle schools, ten high schools, and three highly diverse but
successful school districts. The examples contain a sampling of
economically disadvantaged as well as affluent and financially
average school communities. This book provides demographic data,
evidence of student achievement, and descriptions of programs that
contribute to each school and district's success, illuminating what
successful schools do to improve student achievement regardless
of_or sometimes because of_their socioeconomic status. In the final
chapters of this book, Deneen describes the assessment and
evaluation of curricular changes and summarizes the policies and
practices that work to create successful schools.
Urban Schools: Crisis and Revolution describes America's inner-city
public schools and the failure of most to provide even a minimally
adequate education for their students. With numerous examples,
James Deneen and Carm Catanese argue that these failures are
preventable. Early chapters document the two-tiered character of
American public schools, the tragic consequences of failing schools
for millions of students-mostly Black and Hispanic-and the
financial costs to American society. In later chapters, Deneen and
Catanese describe the special problems of inner-city schools and
the changes in school organization and curriculum needed to
overcome them. They also provide examples of schools in severely
disadvantaged communities in which such changes have enabled
students to succeed academically, graduate, and enter college. In
the final chapters, the authors examine the public and non-public
school options available to urban parents. They discuss school
choice, a hotly debated issue in urban education. The book
concludes with a plan, consisting of six recommendations, for
reforming a failing urban school.
Schools That Succeed, Students Who Achieve compares the academic
achievements of students in the United States to those of students
in other countries. Examining fundamental questions and educational
issues, James Deneen identifies what all students should learn and
discusses what American students currently learn. Deneen argues
that failing schools can become successful by studying examples of
successful schools with similar demographic features. To that end,
he presents profiles of ten successful elementary schools, seven
middle schools, ten high schools, and three highly diverse but
successful school districts. The examples contain a sampling of
economically disadvantaged as well as affluent and financially
average school communities. This book provides demographic data,
evidence of student achievement, and descriptions of programs that
contribute to each school and district's success, illuminating what
successful schools do to improve student achievement regardless
of-or sometimes because of-their socioeconomic status. In the final
chapters of this book, Deneen describes the assessment and
evaluation of curricular changes and summarizes the policies and
practices that work to create successful schools.
Urban Schools: Crisis and Revolution describes America's inner-city
public schools and the failure of most to provide even a minimally
adequate education for their students. With numerous examples,
James Deneen and Carm Catanese argue that these failures are
preventable. Early chapters document the two-tiered character of
American public schools, the tragic consequences of failing schools
for millions of students-mostly Black and Hispanic-and the
financial costs to American society. In later chapters, Deneen and
Catanese describe the special problems of inner-city schools and
the changes in school organization and curriculum needed to
overcome them. They also provide examples of schools in severely
disadvantaged communities in which such changes have enabled
students to succeed academically, graduate, and enter college. In
the final chapters, the authors examine the public and non-public
school options available to urban parents. They discuss school
choice, a hotly debated issue in urban education. The book
concludes with a plan, consisting of six recommendations, for
reforming a failing urban school.
School administrators and teachers are being challenged on many
fronts to demonstrate accountability through assessment, from early
childhood through secondary education. Despite an explosion of
demand, the underlying principles of sound assessment such as the
valid use of examination results, their reliability, their
efficiency in terms of teachers' and students' time, and their
ethical use are often neglected. Addressed to in-service and
pre-service teachers and administrators, this book reorders
educational priorities, emphasizing the relation of what is taught
to what is tested, educationally sound and effective preparation
for assessments, exploring alternatives to paper and pencil tests,
the appropriate interpretation and use of test results,
communicating the meaning of assessment results to parents and
communities, and using program evaluation to improve learning. This
book attempts to overcome the negative feelings that some educators
have about classroom and standardized testing. By providing
practical knowledge and real-life examples of how assessment and
evaluation should shape student learning, the book enables readers
to understand how assessment can be a powerful positive force for
good in schools.
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