This case focuses on an urban middle school that has recently seen much improvement in the academic performance of its students and its reputation within the community. These positive changes, however, have come about largely because of what might be perceived as a narrow focus on standardized curricula, pedagogy, and assessment techniques. Readers are asked to consider the relative costs and benefits of this focus; the implications of change for faculty, administrators, students, and the larger community; and what it really means to lead with a goal of social justice or equity in mind given the nuances presented in this case—nuances that are shared by many urban schools across the nation.
Brayboy, B., Castagno, A.E., & Maughan, E. (2007). Equality and justice for all? Examining race in education scholarship. Review of Research in Education, 31, 159-194.
2.
Kauffman, D., Johnson, S., Kardos, S., Liu, E., & Peske, H. (2002). "Lost at sea": New teachers' experiences with curriculum and assessment. Teachers College Record, 104, 273-300.
3.
Ladson-Billings, G. (1995a). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34, 159-165.
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Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy . American Educational Research Journal, 32, 465-491.
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Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York: Routledge Falmer.
6.
Sleeter, C. (2005). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom. New York: Teachers College Press.
