|
|
 |
 |
Ability Tracking Links
and Articles | “METCO Links and Articles”
| School Financing Links and Articles | Testing
Links and Articles | Also on PBS | General Brown
Articles
|
 |
UCLA's Institute for Democracy Education & Access (IDEA)
www.ucla-idea.org
IDEA is a network of UCLA scholars and students, professionals in
schools and public agencies, advocates, community activists, and
urban youth. IDEA's mission is to make high quality public schooling
and successful college participation routine occurrence in low income
neighborhoods of color.
Online Journal of UCLA's IDEA
www.TeachingToChangeLA.org
Teaching to Change LA (TCLA) is an online journal that addresses
educational conditions in Los Angeles schools. K-12 students, parents,
teachers, guest contributors, and researchers provide the content
for the journal, which is published by UCLA/IDEA eight times a year
with weekly updates. Journal readers include those who learn and
teach in Los Angeles schools, local and state policymakers and legislators,
and readers from across the country.
UC ACCORD (All Campus Consortium On Research for Diversity)
www.ucaccord.gseis.ucla.edu/
UC Accord is an interdisciplinary, multi-campus research center
devoted to a more equitable distribution of educational resources
and opportunities in California's diverse public schools and universities.
Tia Chuchas / Luis Rodriguez, Author/Activist
www.tiachucha.com
Tia Chucha's Centro Cultural is a not-for-profit learning and cultural
arts center. “We support and promote the continued growth,
development and holistic learning of our community through the many
powerful means of the arts. The Centro provides a positive space
for people to activate what we all share as human beings: The capacity
to create, to imagine and to express ourselves in an effort to improve
the quality of life for our community.”
Anti-Oppressive Education
www.antioppressiveeducation.org
The Center for Anti-Oppressive Education (CAOE) believes, “that
the quality of education cannot improve unless we commit to challenging
the racism, classism, sexism, and other oppressions that permeate
our schools and societies.” Through its projects on research,
curriculum, professional development, and local advocacy, CAOE develops
and provides innovative resources for educators, leaders, students,
and advocates throughout the United States and the world.
Californians for Justice Education Fund
www.caljustice.org
Californians for Justice is a 7 year old statewide grassroots organization
working to empower communities that have been pushed to the margins
of the political process. “We bring people of color, young
people, and poor people together by leading large-scale community
education efforts, training a new generation of grassroots civil
rights leaders, and mobilizing public support for major public policy
change in California.”
Californians for Justice organizes youth and parents on statewide
and local campaigns, including last year's successful statewide
campaign to oppose and postpone the California High School Exit
Exam.
California ACORN
http://www.acorn.org/
ACORN, the Association of Community Organizations for Reform Now,
is the nation's largest community organization of low and moderate-income
families, with over 150,000 member families organized into 700 neighborhood
chapters in 51 cities across the country.
“Our priorities include: better housing for first time homebuyers
and tenants, living wages for low-wage workers, more investment
in our communities from banks and governments, and better public
schools. We achieve these goals by building community organizations
that have the power to win changes — through direct action,
negotiation, legislation, and voter participation.”
Public Advocates
www.publicadvocates.org
Public Advocates, Inc. is one of the oldest public interest law
firms in the nation. It was founded in 1971 to challenge the persistent,
underlying causes and effects of poverty and discrimination and
to work for the empowerment of the poor and people of color by raising
a voice for social justice in government, corporate and other institutions.
Today, its current efforts focus on education, health care, telecommunications,
employment and insurance redlining. As in its last three decades,
Public Advocates is committed to working on issues that are relevant
to poor, underrepresented communities.
Advancement Project
www.advancementproject.org
Advancement Project is a democracy and justice action group. Using
law, public policy and strategic communications, Advancement Project
acts in partnership with local communities to advance universal
opportunity, equity and access for those left behind in America.
U.S. School Segregation Now At '69 Level, by Michael Dobbs.
The Washington Post, January 18, 2004.
http://www.washingtonpost.com/wp-dyn/articles/A26073-2004Jan17.html
A Latino Perspective: The Impact of Brown vs. Board of Education
by Elias Garcia. The Brown Quarterly, Fall 1999 edition.
http://brownvboard.org/brwnqurt/03-2/03-2b.htm
School Integration Helps in Game of Life, by Greg Toppo. USA
Today, April 14, 2004.
http://www.usatoday.com/news/education/2004-04-14-integration_x.htm
Education Week
Issue brief on ability tracking
http://edweek.com/context/topics/issuespage.cfm?id=26
Metropolitan Council for Educational Opportunity Inc.
www.metcoinc.org
METCO's mission is to provide, through professional leadership and
voluntary citizen action, the development and promotion of quality
integrated educational opportunities for urban and suburban students
in the Greater Boston community and to work towards the expansion
of a collaborative education program with the Boston and suburban
school systems.
Frequently Asked Question about METCO, Massachusetts Dept. of
Education
www.doe.mass.edu/metco/faq.asp?section=d
Government website for Massachusett's Department of Education. Includes
information about the METCO program.
Voters back Metco 2 to 1
By Matt McDonald, Globe Correspondent, 4/1/2004
http://www.boston.com/news/local/articles/2004/04/01/voters_back_metco_2_to_1/
New Visions for Public Schools
www.newvisions.org
New Visions for Public Schools, founded in 1989, is the largest
education reform organization dedicated to improving the quality
of education children receive in New York City's public schools.
Working with the public and private sectors, New Visions develops
programs and policies to energize teaching and learning and to raise
the level of student achievement.
Alliance for Quality Education
www.allianceforqualityeducation.org
The Alliance for Quality Education (AQE), a not-for-profit corporation,
is a statewide coalition of over 230 organizations of parents, children's
advocates, schools, teachers, clergy, labor unions, business leaders
and others.
ACORN
www.acorn.org
ACORN, the Association of Community Organizations for Reform Now,
is the nation's largest community organization of low and moderate-income
families, with over 150,000 member families organized into 700 neighborhood
chapters in 51 cities across the country.
“Our priorities include: better housing for first time homebuyers
and tenants, living wages for low-wage workers, more investment
in our communities from banks and governments, and better public
schools. We achieve these goals by building community organizations
that have the power to win changes — through direct action,
negotiation, legislation, and voter participation.”
Mothers on the Move
www.mothersonthemove.org
Mothers on the Move is a social justice community organization organizing
to build a just society where there is equal economic, social and
political opportunity for all.
Educational Priorities Panel
www.edpriorities.org
The goal of the Educational Priorities Panel is to improve the quality
of public education for New York City's children so that there is
no longer a performance gap between city schools and those in the
rest of the state. EPP pursues this goal by seeking reforms of federal,
state and city budget and administrative practices affecting children.
Campaign for Fiscal Equity
www.cfequity.org
The Campaign for Fiscal Equity, Inc., a not-for-profit corporation,
is a coalition of parent organizations, community school boards,
concerned citizens and advocacy groups. “We seek to reform
New York State's school finance system to ensure adequate resources
and the opportunity for a sound basic education for all students
in New York City.”
New York City Department of Education
www.nycenet.edu/daa/profiles/
Provides public school profiles by district and borough.
Great Schools
www.greatschools.net
A nonprofit organization, GreatSchools.net provides information
about public, private and charter schools in all 50 states and detailed
school profiles for California, Arizona, Texas, Florida and Washington.
Study: NY dropout rate high, by Kimberly Atkins. January 18,
2004. The Journal News. www.journalnews.com
Public Schools Racial Balance Fading, Study Says. March 22, 2004.
Associated Press.
http://www.blackamericaweb.com/site.aspx/headlines/schools321
Mayor Names Cityís 12 Most Dangerous Schools
By Dave Evans. January 5, 2004.
http://abclocal.go.com/wabc/news/ourschools/wabc_ourschools_010504danger.html
Councilman Begins March to Albany, by Ellen Yan staff writer.
May 1, 2003.
http://www.cfequity.org/Clippings/05-01-03Newsday.htm
Florida Coalition for Assessment Reform
www.fcar.info
The Florida Coalition for Assessment Reform, Inc. (FCAR) is a grassroots
not-for-profit organization that provides resources and assistance
to parents, teachers, students, and other citizens who support constructive
assessment.
Manhattan Institute
www.manhattan-institute.org
The Manhattan Instiitute is a think tank whose mission is to develop
and disseminate new ideas that foster greater economic choice and
individual responsibility.
National Board on Education Testing and Public Policy
www.bc.edu/research/nbetpp
The National Board on Educational Testing and Public Policy monitors
tests for appropriate use and technical adequacy. The Board focuses
primarily on tests that are highly consequential for students, teachers,
and schools. These include tests used in making admissions, promotion,
or graduation decisions and tests used to evaluate schools and school
reform.
American Educational Research Association
www.aera.net
The American Educational Research Association is concerned with
improving the educational process by encouraging scholarly inquiry
related to education and by promoting the dissemination and practical
application of research results.
Fair Test
www.fairtest.org
The National Center for Fair & Open Testing (FairTest) works
to end the misuses and flaws of standardized testing and to ensure
that evaluation of students, teachers and schools is fair, open,
valid and educationally beneficial.
“We place special emphasis on eliminating the racial, class,
gender, and cultural barriers to equal opportunity posed by standardized
tests, and preventing their damage to the quality of education.
Based on Goals and Principles, we provide information, technical
assistance and advocacy on a broad range of testing concerns, focusing
on three areas: K-12, university admissions, and employment tests.”
Study Warns About School Achievement Scores, by Jay Mathews.
The Washington Post, April 13, 2004.
http://www.usatoday.com/news/education/2004-04-14-integration_x.htm
Politics of FCAT Shadow Election, by Matthew Waite. The St. Petersburg
Times, April 18, 2004.
http://www.sptimes.com/2004/04/18/State/Politics_of_FCAT_shad.shtml
Study Says U.S. Should Set High-School Standards
http://query.nytimes.com/gst/abstract.html?
res=F30E13FE3F5E0C738DDDAB0894DC404482
FRONTLINE: The Battle Over School Choice
A FRONTLINE report on the debate over what is needed to improve
public schools and public education and examines the various education
reform initiatives being tested and touted.
http://www.pbs.org/wgbh/pages/frontline/shows/vouchers/
FRONTLINE: Testing Our Schools
Around the country, as many states have already begun to put testing
and "accountability" measures in place, educators and
test experts are raising serious questions. Can standardized achievement
tests really measure the quality of a school? How does the intense
pressure to raise test scores affect the quality of teaching and
learning in the classroom? What are the challenges of setting academic
standards in the first place?
http://www.pbs.org/wgbh/pages/frontline/shows/schools/
FRONTLINE: A Class Divided
On the day after Martin Luther King Jr. was murdered in April 1968,
Jane Elliott's third graders from the small, all-white town of Riceville,
Iowa, came to class confused and upset. They recently had made King
their "Hero of the Month," and they couldn't understand
why someone would kill him. So Elliott decided to teach her class
a daring lesson in the meaning of discrimination. She wanted to
show her pupils what discrimination feels like, and what it can
do to people.
http://www.pbs.org/wgbh/pages/frontline/shows/divided/
What follows is a partial list of articles exploring the issues
addressed in Beyond Brown in greater depth.
www.edweek.org/sreports/special_reports_article.cfm?slug=brown.htm
http://www.npr.org/features/feature.php?wfId=1537409
www.tc.edu/desegregation
Amy Stuart Wells, Teachers College, Columbia University
“... school desegregation fundamentally changed the people
who lived through it, yet had a more limited impact on the larger
society. Public schools faced enormous challenges during the late
1970s as educators tried to facilitate racial integration amid a
society that remained segregated in terms of housing, social institutions,
and often employment. Nonetheless, desegregation made the vast majority
of the students who attended these schools less racially prejudiced
and more comfortable around people of different backgrounds. After
high school, however, their lives have been far more segregated
as they re-entered a more racially divided society.”
from Working Method: Social Justice and Social Research,
Michelle Fine et al, CUNY.
In 1954, author Zora Neale Hurston wrote a letter to the editor
questioning the importance of school integration. Her letter began:
“I promised God and some other responsible characters, including
a bench of bishops, that I was not going to part my lips concerning
the U.S. Supreme Court decision on ending segregation in the public
schools of the South. But since a lot of time has passed and no
one seems to touch on what to me appears to be the most important
point in the hassle, I break my silence just this once. Consider
me as just thinking out loud... I regard the ruling of the U.S.
Supreme Court as insulting rather than honoring my race.”
To download a pdf of this article, written as a response to Hurston,
click here.
from Beyond Silenced Voices, Maria Elena Torre, CUNY
In the summer of 2003 researchers at The Graduate Center of the
City University of New York brought together a diverse group of
young people, elders, social scientists, spoken word artists, dancers,
choreographers and a video crew to learn about the legal, social
and political history of segregation and integration of public schools.
To download a pdf of this article, click
here.
|
|
|
