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7
History of Education Reform Efforts
According to Ladson-Billings (2006), there was a persistent pattern of debt in
the form of educational inequities that affected several groups within the United
States. Even though educational inequities amongst minority groups persist,
educational reform efforts have been aimed at ameliorating these conditions. The
federal government has played a critical role in attempting to ameliorate educational
inequities by creating opportunities for social equity through various forms of
legislation and education reform efforts.
Brown versus Board of Education
The most notable early reform effort came in the form of the 1954 Brown v.
Board of Education Supreme Court case decision, which mandated an end to racial
segregation; this directive was enacted with the hope that diversifying schools would
increase equitable access to quality education (Ravitch, 1983; Williams, 2007;
Hochschild & Scovronick, 2003). However, according to O’ Brine et al. (2008), the
attempt to desegregate schools with the decision from Brown v. Board of Education
has been moving “backwards.” Bailey and Dziko (2008) support this assertion by
stating that African American and Latino children are still being denied the
education they need to find meaningful and well paying jobs.
Elementary and Secondary Education Act
Approximately a decade after the Brown decision, it was discovered that a
more rigorous approach was necessary to ensure educational equity since schools
remained economically stratified. As previously mentioned, economic segregation
Object Description
| Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
| Author | Woodyard, Savina M. |
| Author email | SavinaW@aol.com; savinaw@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
| Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
| Keyword | partnership; co-construction; urban school; transformation; parental engagement |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3759 |
| Contributing entity | University of Southern California |
| Rights | Woodyard, Savina M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Woodyard-4509 |
| Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
| Title | Page 16 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 7 History of Education Reform Efforts According to Ladson-Billings (2006), there was a persistent pattern of debt in the form of educational inequities that affected several groups within the United States. Even though educational inequities amongst minority groups persist, educational reform efforts have been aimed at ameliorating these conditions. The federal government has played a critical role in attempting to ameliorate educational inequities by creating opportunities for social equity through various forms of legislation and education reform efforts. Brown versus Board of Education The most notable early reform effort came in the form of the 1954 Brown v. Board of Education Supreme Court case decision, which mandated an end to racial segregation; this directive was enacted with the hope that diversifying schools would increase equitable access to quality education (Ravitch, 1983; Williams, 2007; Hochschild & Scovronick, 2003). However, according to O’ Brine et al. (2008), the attempt to desegregate schools with the decision from Brown v. Board of Education has been moving “backwards.” Bailey and Dziko (2008) support this assertion by stating that African American and Latino children are still being denied the education they need to find meaningful and well paying jobs. Elementary and Secondary Education Act Approximately a decade after the Brown decision, it was discovered that a more rigorous approach was necessary to ensure educational equity since schools remained economically stratified. As previously mentioned, economic segregation |
