Policy Initiatives to Improve Urban Schools

Abstract

The authors address the complex issue of how to improve urban schools. Policy makers have endeavored to use a variety of solutions to help address the problems confronting America's urban schools. The authors outline some of the panaceas and then proffer 14 strategies that urban educators can consider as they seek to deal with the unique problems confronting the young people they educate. Some of the authors' recommendations require little or no cost, whereas others would entail funding obligations. All of the solutions are ones that have considerable research support and offer significant opportunity for success.

Examining Technological Disparities and Instructional Practices in English Language Arts Classroom

“…In contrast to the indicators that profile the acquisition of technology, less information is typically available to reflect progress toward implementing technology applications that enhance the teaching and learning process (National Telecommunication and Information Administration, 2002;CEO Forum, 1997). It is rather a task of ease to promote and profile computer-to-student ratios in school reform experiments with little regard to how technology is used in the urban classroom (Brainbridge, Lasley, & Sundre, 2004;Guttentag & Eilers, 2004). The use of technology in the classroom has moved through definable periods involving programming, computer-assisted instruction, problem-solving environments, personal productivity, web-based instruction, and hypermedia.…”

Re-Examining the Socioeconomic Factors Affecting Technology Use in Mathematics Classroom Practices

“…In contrast to the indicators that profile the acquisition of technology, less information is typically available to reflect progress toward implementing technology applications that enhance the teaching and learning process (NTIA, 1995(NTIA, , 1997(NTIA, , 1999(NTIA, , 2000(NTIA, , 2002CEO Forum, 1997). It is rather a task of ease to promote and profile computer-to-student ratios in school reform experiments with little regard to how technology is used in the urban classroom (Brainbridge, Lasley, & Sundre, 2004;Gutten-tag & Eilers, 2004). The use of technology in the classroom has moved through definable periods involving programming, computer-assisted instruction, problem-solving environments, personal productivity, Web-based instruction, and hypermedia.…”

8th Virtual International Conference on Education, Innovation and ICT

“…The discussion of why it has been so difficult to narrow the achievement gap in educational institutions has included a variety of considerations: social issues such as crime and poverty; economic issues related to equity and access to educational resources; and educational issues related to teaching quality, rigour and student expectations. The problem of disengagement permeates the debate about the difficulties educators encounter in trying to improve student achievement (Bainbridge, Lasley, and Sundre 2003). The most serious symptom of this disengagement is manifested in the persistent drop-out rate of students (Fredricks, Blumenfeld, and Paris 2004;Lambert 2007).…”