Ash Vasudeva demonstrates the promise and challenges of converting McClymonds High into two small schools that share an existing campus.
Kenneth Montgomery uses ACORN's success to highlight the community's role in launching schools and the promise of “re-incubation” for overcoming tremendous challenges.
Julie Kessler explores the successes and challenges of opening a new International High School in Oakland based upon the Internationals model.
Diane Friedlaender and Kenneth Montgomery use the turnaround of Elmhurst Community Prep to illustrate small school reform strategy.
Diane Friedlaender follows ASCEND’s development over time and shows how the school has refined its original design to strengthen its instructional program.
This final report by SRN provides a brief history of Oakland’s small schools initiative, analyzes factors influencing its success, and offers insights about policies and practices that can support continued progress.
Diane Friedlaender and Kenneth Montgomery take a look at EnCompass' unique educational philosophy, which bases the school's culture and instructional program on “four life spirals.”
In this paper, Prudence Carter et al. argue that certain educational practices in the United States and South Africa converge to thwart integrationist goals.
Susan Eaton and Sara Abiola translate knowledge from the “social determinants of health” arena to suggest policy and programming changes in disadvantaged communities.
Prudence Carter assesses the literature on cultural explanations for ethno-racial differences in K–12 schooling and academic performance.
Linda Darling-Hammond reviews a number of recent studies that point to the types of teacher preparation that produce positive outcomes for student learning.
Linda Darling-Hammond et al. provide a baseline assessment of successful teacher professional development practices in the United States and abroad.
George Lipsitz explores the legal reasoning behind and consequences of the 2007 Supreme Court case Parents Involved in Community Schools v. Seattle School District No. 1 et. al.
This Ed Leadership article by Ruth Chung Wei and Linda Darling-Hammond is drawn from a larger study and examines what other nations are doing that the U.S. could adopt to create a powerful teaching force.
A chapter by Prudence Carter in the book "Thinking Diversity, Building Cohesion: A Transnational Dialogue on Education."
Reflecting on the 2008 election, Prudence Carter challenges the popular notion that President Obama’s victory is symbolic of a postracial society in the United States.
Arnetha Ball situates the preparation of teachers to teach in culturally and linguistically complex classrooms in international contexts.