Description
Book SynopsisThis book examines the self-governance of the Mount Vernon, New York, public and the failing relationship with the public school district to determine strategies for reform. It explores the behind-the-scenes politics in an urban community and possible reasons residents are not involved local school politics.
Trade ReviewEdwards (College of New Rochelle) offers a useful examination of the current lack of faith in public schools. Her study of Mt. Vernon, NY, public schools should broaden readers' understanding of the history of US public schooling, the reasons for its decline, and the efforts needed to reestablish its value. Tracing black America's struggle to achieve educational equality and recounting current achievements, she suggests it is now necessary to replace the emphasis on access and equality with an emphasis on realizing ownership of and responsibility for public schooling. This requires increased civic interest and skilled capacity. In addition to white flight, generations of middle-class blacks moved away from public schools. Those who stayed had limited skills to address their schools' needs in spite of the black community's increasing political control. Edwards uses interviews and focus groups to gather her data. She found that most respondents believed in the institution of public schooling, but only 18 percent understood that schools were publicly owned, and because the board lacked an understanding of the role of educational administrators, the board's micro-management caused administrators to become marginalized. Summing Up: Recommended. * CHOICE *
Thoughtful and heartfelt. -- Jeffrey R. Henig, professor of political science and education, Teachers College, Columbia University, author of “Spin Cycle: How Research is Used in Policy Debates, The Case of Charter Schools”
A frank appraisal of one of America's most serious problems…. But it is also a hopeful report of reform strategies that can tap into the educational resources of the entire community to complement and support the efforts of beleaguered schools. -- David Mathews, president,
Charles F. Kettering Foundation
Edwards' compelling description of the mistakes that were made by public officials in Mount Vernon can serve as a useful lesson to those who seek to avoid repeating them. -- Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information Studies
Edwards has managed to combine several remarkable qualities: the objectivity and discipline of an academic professional, the experience and wisdom of a long-time member of the Westchester community, and a confident grasp of all of the dynamics shaping public schools in Mt. Vernon and beyond…. -- Michael Gecan, co-director, Industrial Area Foundation
The book's a must-read to understand the dynamics of race, politics, quality, and meaningful ownership of our ailing but promising public schools! -- Bruce S. Cooper, professor and vice chair, Division of Administration, Policy and Urban Education (APUE), at the Fordham University Graduate Scho, Ph.D., professor and vice chair, Division of Administration, Policy and Urban Education (APUE), at the Fordham University Graduate School of Education,…
In this important and fascinating study, Dr. Edwards has taken on the problem no one wants to talk about, and done it with sensitivity and courage.... -- Anne T. Henderson, author of the best-selling book, "Beyond the Bake Sale", a founder of the National Association for Family, School and Community Engagement and senior consultant, community organizing and engagement, Annenberg Institute for School Reform
Table of Contents
Part 1 Part I: Public Engagement with Education in America Chapter 2 Chapter 1: Themes of Public Engagement in Historical Perspective Chapter 3 Chapter 2: The Elusiveness of Education Reform Part 4 Part II: Mount Vernon, New York: Then and Now Chapter 5 Chapter 3: The Evolution of a Black-led City Chapter 6 Chapter 4: The Mount Vernon School District in 2007 Part 7 Part III: Voices from the Mount Vernon School District Chapter 8 Chapter 5: Respondents and Stakeholders Chapter 9 Chapter 6: The Public's Commitment to Public Education Chapter 10 Chapter 7: A Shared Vision for Public Schools Chapter 11 Chapter 8: Public Dissatisfaction with the District's Performance on Student Achievement Chapter 12 Chapter 9: Major Problems Facing the District Chapter 13 Chapter 10: No Trust in the Process for Decision Making Chapter 14 Chapter 11: A Public Disconnected and Disenfranchised Chapter 15 Chapter 12: Who Owns Public Schools? Chapter 16 Chapter 13: Building Public Support for Public Schools Part 17 Part IV: Voices from Focus Groups Chapter 18 Chapter 14: The Community Focus Groups Chapter 19 Chapter 15: The Youth Focus Group Chapter 20 Chapter 16: The Teacher Focus Group Part 21 Part V: From Disenfranchisement to Ownership Chapter 22 Chapter 17: Findings from the Mount Vernon School District Chapter 23 Chapter 18: Causes for Disenfranchisement Chapter 24 Chapter 19: The Role of Black Churches Chapter 25 Chapter 20: A New Beginning for Building Public Support for Public Schools Chapter 26 Epilogue: The Unresolved Issue of Ownership
