Schools, today, are in the midst of the most major, costly educational reform movement in their history as they grapple with the federal mandates to leave no children behind, says author Susan B. Neuman, former Assistant Secretary for Elementary and Secondary Education under President George W. Bush. Although some efforts for investing resources will be substantially more productive than others, there is little evidence that, despite many heroic attempts to beat the odds, any of these efforts will close more than a fraction of the differences in achievement for poor minority children and their middleclass peers. As Neuman explains in this insightful, revealing book, schools will fail, not due to the soft bigotry of low expectations, but because there are multitudes of children growing up in circumstances that make them highly vulnerable. Children who come to school from dramatically unequal circumstances leave school with similarly unequal skills and abilities. In these pages, however, Neuman shows how the odds can be changed, how we can break the cycle of poverty and disadvantage for children at risk After laying the critical groundwork for the need for change—excessive waste with little effect—this book provides a vivid portrait of changing the odds for high-poverty children. Describing how previous reforms have missed the mark, it offers a framework based on seven essential principles for implementing more effective programs and policies. Building on successes while being fiscally responsible is a message that has been shown to have wide bipartisan appeal, embraced by both liberals and conservatives. Following Neuman's essential principles, chapters describe programs for changing the odds for children, when the cognitive gaps are beginning to form, in these earliest years of their lives. In a highly readable style, Neuman highlights programs that are making a difference in children's lives across the country, weaving together narratives that tell a compelling story of hope and promise for our most disadvantaged children.
Schweinhart, L., Montie, J., Xiang, Z., Barnett, W., Belfield, C., & Nores, M. (2005). Lifetime effects: The High/Scope Perry preschool study through age 40. Ypsilanti, MI: High/Scope Press. Sendak, M. (1963). Where the wild things are.
There is also evidence that the writing of children in grades 1–3 improves over time when word processing is their primary mode for composing (Graham et al., 2012). Teaching Students to Write To ...
2009, https://greatlakescenter.org/docs/Policy_Briefs/Berliner_NonSchool.pdf; Susan B. Neuman, Changing the Odds for Children at Risk: Seven Essential Principles of Educational Programs That Break the Cycle of Poverty (New York: ...
Hammond, C. and Feinstein,L. (2006)Are those who flourished atschool healthier adults? ... Kendall, L., O'Donnell, L.,Golden, S., Ridley, K., Machin, S., Rutt, S., McNally, S., Schagen,I., Meghir, C., Stoney, S., Morris, M., West, ...
This book, written by an international team of experienced researchers, investigates unique and dynamic approaches to key issues in policy transformation, curriculum reforms and teacher training in three cultures – China, Japan and the ...
Her research interests are school change and the literacy achievement of students of diverse cultural and linguistic backgrounds. She has published widely on issues of literacy and diversity, and her latest book is Multicultural Issues ...
Boston, MA: Pearson. Oakes, J., & Lipton, M. (2007). ... Retrieved from https://www.aclu .org/map/non-discrimination-laws-state-state-information-map Amstutz, L., & Mullet, J. (2005). The little book of restorative discipline ...
Changing the odds for children at risk: Seven essential principles of educational programs that break the cycle of poverty. Westport, CT: Praeger. Nevarez, C., & Wood, J. (2007). Developing urban school leaders: Building on solutions 15 ...
This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
This book for K–12 general and special education teachers, administrators, and student support specialists explores how to make collaboration and coordination work, who takes responsibility for the process, and why collaboration is ...