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American School Reform: What Works, What Fails, and Why


reviewed by Susan Bush-Mecenas & Julie Marsh — November 17, 2014

coverTitle: American School Reform: What Works, What Fails, and Why
Author(s): Joseph P. McDonald & Cities and Schools Research Group
Publisher: University of Chicago Press, Chicago
ISBN: 022612472X, Pages: 208, Year: 2014
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Cite This Article as: Teachers College Record, Date Published: November 17, 2014
http://www.tcrecord.org ID Number: 17756, Date Accessed: 12/11/2017 9:51:27 PM

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About the Author
  • Susan Bush-Mecenas
    Rossier School of Education
    E-mail Author
    SUSAN BUSH-MECENAS is a Provost’s PhD fellow at the University of Southern California’s Rossier School of Education. She current serves as a research assistant at the Center on Educational Governance, where she has assisted with a federally funded study of Teacher Incentive Fund-supported human capital reforms in the Los Angeles Unified School District (LAUSD) and served as project manager for the evaluation of LAUSD’s portfolio district reform mechanism, the Public School Choice Initiative. Previously, Ms. Bush-Mecenas assisted with a state-wide descriptive study of California’s alternative education programs. Her research interests include district reform, district and school capacity building, and organizational learning. Recent publications include: “Portfolio district reform meets school turnaround: Early Implementation findings from the Los Angeles Public School Choice Initiative” (Journal of Educational Administration) and, forthcoming , “Democratic Engagement in district reform: The evolving role of parents in the Los Angeles Public School Choice Initiative” (Educational Policy).
  • Julie Marsh
    Rossier School of Education
    E-mail Author
    Dr. Julie Marsh is an Associate Professor at the University of Southern California’s Rossier School of Education. Marsh is currently co-Principal Investigator (PI) of a federally funded study of Teacher Incentive Fund-supported human capital reforms in the Los Angeles Unified School District, and recently completed a study of the district’s efforts to implement portfolio management and turnaround reforms in its Public School Choice Initiative. She was also recently PI of a Spencer Foundation-funded study, Bridging the Data-Practice Divide: How Coaches and Data Teams Work to Build Teacher Capacity to Use Data. Recent publications include: “Trickle down accountability? How middle school teachers engage students in data use” (Educational Policy), “Supporting teachers with data-driven decision making: A framework for understanding capacity-building” (Education Management Administration and Leadership), “Recent trends in intergovernmental relations: The resurgence of local actors in education policy: (Educational Researcher). She has also authored Democratic dilemmas: Joint work, education politics, and community (SUNY Press), and co-edited School districts and instructional renewal (Teachers College Press).
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