by Robert L. Crowson & Ellen B. GoldringThere is a re-emerging interest in the role of the locality in American education.
This has been occurring directly alongside a more recent emphasis upon national
standards, state and federal mandates, and international comparisons of
gains in student achievement.
by Valerie A. Storey & Maggie FarrarFrom across the academic, professional, and political spectrum there are calls
for the devolution of power to more local tiers of governance. There are strong
theoretical and practical reasons for such a shift, based both in the problems of
centralization and the advantages of greater localism.
by Meredith I. Honig, Juli Swinnerton Lorton & Michael A. CoplandOver the past fifteen years, a growing number of mid-sized to large
school district central offices have engaged in radical reforms to
strengthen teaching and learning for all students districtwide. Such
efforts mark a significant change in urban educational governance. We
call these efforts “district central office transformation for teaching and
learning improvement” (Honig & Copland, 2008; Honig, Copland,
Lorton, Rainey, & Newton, 2009).
by Claire SmrekarAlthough the magnitude of positive neighborhood impact varies
across sites, most reports indicate reductions in rates of poverty, crime
and unemployment in and near HOPE VI neighborhoods. None of
these studies, however, explores the impact of HOPE VI community
revitalization on nearby neighborhood schools.2
by Stella M. Flores & Leticia OsegueraPostsecondary educational institutions, however, receive less direction
regarding the rights of immigrant, particularly undocumented,
students. It would seem, then, that postsecondary institutions are
guided largely by state and institutional policy, or the absence thereof,
in providing educational opportunities to these populations.
by Lora Cohen-Vogel & Stacey A. RutledgeThis chapter shows how a state and national focus around standards and
accountability has led to a new kind of localism, wherein school improvement efforts have been refocused around traditional instructional arrangements,
instructional resources have been redirected, and family and community partnerships
have been redefined.
by Norm FruchterThis article analyzes how Community Organizing and Engagement Program (CO&E) school improvement work in New York City evolved from supporting neighborhood organizing to improve local schools, to building regional coalitions of these neighborhood organizing groups, to coordinating CEJ, a citywide coalition of these groups formed to advance systemic solutions to poor school performance across the New York City school system.
by Jerome MorrisGiven the persistent racial and social
class patterns in many urban areas—and the increasing economic and racial
diversity in suburban communities—this chapter situates the framework of
communally-bonded schools within the recent discourse of the new localism in education
in the United States.
by Jeffrey R. HenigThis chapter begins with a discussion of the image of local obsolescence, a set of loosely connected ideas that has helped to convince political leaders and school reformers that by-passing local school districts is not only advisable but the logical and inevitable consequence of broad historical trends.
by Hanne B. Mawhinney & James A. MayOne of the places where a new localism in American education has been most
evident in recent years is in urban school districts where charter schools have
been added to the array of accountability policy instruments created to improve
student learning opportunities.
by Ellen Middaugh & Joseph KahneAs people spend more time online and conduct more of their day-to-day
business in this manner, scholars have begun to questions what, if any, implication
these trends have for participation in local communities and for the functioning
of our democracy.
by Mary Erina DriscollThe new localism of the twenty-first century presents an interesting paradox for educational leadership, as the goal posts measuring progress over the last hundred years move to reflect the purposes of an increasingly global, information-driven society that may require new forms for schooling and new definitions for what it means to be educated.