Addressing Urban School Reform: Issues and Alliances

Cooper, Eric J.; Sherk, John K.

doi:10.2307/2295665

Cited by 15 publications

(5 citation statements)

References 11 publications

(5 reference statements)

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“…Many studies have found that students placed in the lowest tracks or in remedial programs are most apt to experience instruction geared only to rote skills, working at a low cognitive level on test-oriented tasks that are profoundly disconnected from the skills they need to learn. Rarely are they given the opportunity to talk about what they know, to read real books, to research and write, and to construct and solve problems in mathematics, science, or other subjects (Cooper & Sherk, 1989;Oakes, 1985 ). Yet these are the practices essential to the development of higher order thinking skills and sustained academic achievement.…”

Section: Unequal Access To High-quality Curriculummentioning

confidence: 99%

Third Annual Brown Lecture in Education Research—The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future

Darling‐Hammond

2007

Educational Researcher

140

104

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In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian “minority” students, who comprise a growing share of the U.S. public school population. Standards-based reforms have been launched throughout the United States with promises of greater equity, but while students are held to common standards—and increasingly experience serious sanctions if they fail to meet them—most states have not equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards with old inequities is less access to education for many students of color, rather than more. This article outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement; and proposes reforms needed to equalize opportunities to learn.

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Section: Unequal Access To High-quality Curriculummentioning

confidence: 99%

Third Annual Brown Lecture in Education Research—The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future

Darling‐Hammond

2007

Educational Researcher

140

104

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“…Fullan (2004) explains that time is a critical variable in creating change. NUA works with administrators and community stakeholders to create awareness of the prerequisites and intervention factors that can lead to sustained improvements (Cooper, 2005;Cooper & Sherk, 1989;Levine & Cooper;Levine, Cooper, & Hilliard, 2000). Thus, an examination of the role of administrators-not only their leadership style, but also their awareness of time and the predictable obstacles to effecting change for teachers-is warranted in order to determine those factors and phenomena that contribute to their success as catalysts for change.…”

mentioning

confidence: 99%

Closing the gap through professional development: Implications for reading research

Doubek¹,

Cooper²

2007

Reading Research Quarterly

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Susan is a second-year language arts teacher in an urban middle school who completed alternative certification. For two years, she has struggled with the curriculum guide that informs her of what she is expected to teach to prepare her students for high-stakes statewide tests at the end of the school year. She finds she cannot ad-here to the guide since students in her class range widely in ability and motivation. Each year, approximately 20% of her students have received failing grades; only about 35% have passed the state reading test in earlier grades. Susan is not sure why many of them do not achieve state expectations or why some of them cannot read.

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“…Rarely are they given the opportunity to talk about what they know, to read real books, to write, to construct and solve problems in mathematics, science, or other subjects Cooper & Sherk, 1989;Davis, 1986;Trimble & Sinclair, 1986). Many studies have found that students placed in the lowest tracks or in remedial programs-disproportionately low income and minority students-are most apt to experience instruction geared only to multiple-choice tests, working at a low cognitive level on test-oriented tasks that are profoundly disconnected from the skills they need to learn.…”

Section: The Nature Of Assessment Toolsmentioning

confidence: 99%