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Oakes, Jeannie UCLA's Institute for Democracy Education & Access (IDEA)
UC All Campus Consortium on Research for Diversity (ACCORD)
E-Mail authorJEANNIE OAKES is Presidential Professor in Educational Equity and Director of the University of California’s All Campus Consortium on Research for Diversity (ACCORD) and Co-Director of UCLA’s Institute for Democracy, Education & Access (IDEA). Oakes teaches in UCLA’s Graduate School of Education and Information Studies Ph.D. program in Urban Schooling Division and in UCLA’s Center X Teacher Education Program. Oakes’ research focuses on schooling inequalities and follows the progress of educators and activists seeking socially just schools. She is the author of 17 scholarly books and monographs and more than 100 published research reports, chapters, and articles. An updated edition of her landmark book, Keeping Track: How Schools Structure Inequality was published in 2005 by Yale University Press. Oakes newest book (with UCLA colleague John Rogers), Learning Power: Organizing for Education and Justice (Teachers College Press), released in April 2006, reports on students, parents, teachers, and grassroots groups struggling for more socially just schools. Oakes' awards include three major awards from the American Educational Research Association (Early Career Award; Outstanding Research Article; and the 2001 Outstanding Book Award for Becoming Good American Schools: The Struggle for Civic Virtue in Education Reform) and the Lifetime Achievement Award from the California Education Research Association. She is also the recipient of the National Association for Multicultural Education's Multicultural Research Award, the Jose Vasconcellos World Award in Education, and a Distinguished Achievement Award from the Educational Press Association of America. She is a member of the National Academy of Education. Jeannie Oakes — 2008 The five papers in this volume represent a new generation of tracking research. In this commentary, Oakes reflects on their contributions in light of the twenty years of research and reform since the publication of the first edition of her landmark book, Keeping Track: How Schools Structure Inequality. John Rogers & Jeannie Oakes — 2005 On the occasion of the 50th anniversary of Brown, we turn to John Dewey to explore what we consider a centerpiece of the struggle to achieve Brown’s promise—a revitalized public life that persuades all groups to speak on “equal terms” and compels the powerful to account for what they hear. Jeannie Oakes — 2004 What basic conditions and opportunities do standards-based schooling reforms require? To what extent do students currently have access to these resources and conditions? How does the distribution of these basic educational tools interweave with students’ race, language proficiency, and poverty status? To what extent do state policies (including high-stakes, test-based accountability systems) ensure that all students have adequate and equitable opportunities to learn what a standards-based educational system demands of them? What kind of data is available to answer these questions, to whom are data available, and what data are lacking? Jeannie Oakes & Marisa Saunders — 2004 This article addresses critical issues regarding students' access to textbooks, curriculum materials, equipment, and technology. Using California as a case, it reviews the importance of these instructional materials to education, generally, and in the context of current standards-based education policies. Jeannie Oakes, Amy Stuart Wells, Makeba Jones & Amanda Datnow — 1997 This article presents results from a three-year longitudinal
case study of ten racially and socioeconomically mixed secondary schools participating
in detracking reform. We connect prevailing norms about race and social
class that inform educators' parents' and students' conceptions of intelligence,
ability, and giftedness with the local political context of detracking. Jeannie Oakes — 1995 Evidence from two school systems whose ability grouping and tracking systems were scrutinized in 1993 in conjunction with school desegregation cases demonstrates how grouping practices can create within-school segregation that discriminates against black and Latino students. In both cases, grouping practices created a cycle of restricted opportunities and diminished outcomes. Jeannie Oakes — 1995 Turn-of-the-century school reform was a compromise, an
accommodation to the complex interactions between concepts of
democratic schooling and perceptions of social differentiation from
wider ideological, social, and economic contetxs. An important effect
was to channel poor children—children who were not "smart"—into
subordinated school curricula which would lead to subordinate economic
and political roles and to restricted social mobility. This compromise—the
battle that Charles Eliot lost—has shaped schooling
throughout the twentieth century. Gretchen Guiton, Jeannie Oakes, Jennifer Gong, Karen Hunter Quartz, Martin Lipton & Julie Balisok — 1995 In this chapter, we explore how the recommendations of Turning
Points diverge from conventional school practices, norms, and politics.
Then, we examine the initial reform efforts of twelve schools in four
States. Like other authors in this volume, we are researchers and practitioners involved with school reform. However, unlike these
authors who are themselves engaged in making reform happen, we
have come to know these schools through their participation in a five-year
study we are conducting as part of the MGSSPI. Jeannie Oakes, Sharon E. Hare & Kenneth A. Sirotnik — 1986 This article illustrates the contradictions between the collaborative paradigm and the real world by analyzing a recent experience in a collaborative curriculum inquiry. Jeannie Oakes — 1983 The purpose of this article is to examine, from a constitutional perspective, the bases on which ability grouping and tracking might be challenged as barriers to equal educational opportunity. Findings from educational research on ability grouping, commentary from law review journals, and the texts of cases themselves are included as a part of this inquiry into the direction such legal challenges might take.
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