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.
Get full access to this article
View all access options for this article.
References
1.
Bainbridge, W. L., & Adler-Bader, F., (2002, September/October). Back-to-school means back-n-forth. Your Stepfamily, p. 41.
2.
Bainbridge, W. L., & Mee, J., (2001, October 21). Success by six: helping pre-schoolers succeed. Sarasota Herald Tribune, p. 3.
3.
Berg, S., Ridenour-Benz, C., Lasley, T. J., & Raisch, C. D. (1998). Exemplary technology use in elementary classrooms. Journal of Research on Technology in Education, 31, 111-122.
4.
Cawelti, G., & Protheroe, N. (2001). High student achievement: How six school districts changed into high performance systems. Arlington, VA: Educational Research Service.
5.
Darling-Hammond, L. (1998). Alternatives to grade retention. The School Administrator, 55(7), 18-21.
6.
DiMartino, J., Clarke, J., & Wolk, D. (2003). Personalized learning. Lanham, MD: The Scare-crow Press.
7.
Prince, C. D. (2002). Higher pay in hard-to-staff schools: The case for financial incentives. Arlington, VA: American Association of School Administrators.
8.
Sadker, M. P., & Sadker, D.M. (2000). Teachers, schools and society. Boston: McGraw-Hill.
9.
Sarason, S. B. (2002). Charter schools and vouchers. Portsmouth, NH: Heinemann.
10.
Separating rhetoric from reality: Vouchers and charter schools. (2001). Primer, 4(3), 1-6.
11.
Thomas, M. D., Burkholder, S., Bainbridge, W., & Mason, W. R., Jr. (1999, September/October). We need state level registries on advanced teaching criteria. AASPA Perspectives.
12.
U.S. Department of Education. (2001). The secretary's conference on educational technology: Measuring impacts and shaping the future. Washington, DC: U.S. Department of Education.
13.
Weast, J. D., (2001). Why we need a rigorous, full-day kindergarten. Principal, 80(5), 26.
