City Schools and the American Dream: Reclaiming the Promise of Public Education

Teachers College Press, 1 de gen. 2003 - 189 pàgines

Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live. Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity. Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools "shape up or shut down": invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities.

Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve, provide the basic economic and social support so that teachers and students can get the job done!


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Finding Hope Among the Hopeless
The Social Context and Its Impact on InnerCity Schooling
The Role of Schools in Reducing Racial Inequality Closing the Achievement Gap
Unequal Outcomes Unequal Opportunities Closing the Achievement Gap in Berkeley
Segregation Poverty and Limits of Local Control Oakland as a Case Study
The Culture of Violence and the Need for Safety in Schools
Conclusion What It Will Take to Improve Americas Urban Public Schools

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Pàgina 175 - Education; from 1990-2000 he was a Professor in Social and Cultural Studies at the Graduate School of Education and the Director of the Institute for the Study of Social Change at the Univ.
Pàgina 175 - He is also the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada (Peter Lang, 1997).

Sobre l'autor (2003)

Pedro Noguera is the Judith K. Dimon Professor of Communities and Schools at the Harvard Graduate School of Education.

Informació bibliogràfica