Working Within Constraints to Transform Schools
Dear Deborah,
Instead of responding to your interpretation of my assumptions, which were inaccurate (I don't think the two sides in the debate over school reform have similar ends in mind), let me spell out what I mean by the importance of providing schools with guidance on how to work through the constraints that they face.
Public schools, especially those that serve a disproportionate percentage of low-income students of color, are confronted by a number of constraints that make the job of educating children, well, difficult. These constraints include, but are not limited to:
Instead of responding to your interpretation of my assumptions, which were inaccurate (I don't think the two sides in the debate over school reform have similar ends in mind), let me spell out what I mean by the importance of providing schools with guidance on how to work through the constraints that they face.
Public schools, especially those that serve a disproportionate percentage of low-income students of color, are confronted by a number of constraints that make the job of educating children, well, difficult. These constraints include, but are not limited to:
- The political—particularly those created by the NCLB related to the inappropriate and excessive reliance on high-stakes assessments to judge students, teachers, and schools. This often leads to a narrowing of the focus of the curriculum, and a narrow focus on achievement without sufficient attention to academic
