scholarly journals Segregation and inequality in Chicago Public Schools, transformed and intensified under corporate education reform

2017 ◽  
Vol 25 ◽  
pp. 56 ◽  
Author(s):  
Pavlyn Jankov ◽  
Carol Caref
Keyword(s):  
Public Schools ◽  
Black Students ◽  
Education Reform ◽  
Low Income ◽  
Total Population ◽  
Black Teachers ◽  
Chicago Public Schools ◽  
Corporate Education ◽  
Black Schools ◽  
School Closures

During the period of 1981 to 2015, the total population of Black students in CPS plummeted from close to 240,000, 60% of all CPS students, to 156,000 or 39% of CPS. This paper documents how despite their decreasing numbers and percentage in the system, the vast majority of Black students remained isolated in predominantly low-income Black schools that also became the target of destabilizing corporate reforms and experimentation. This study examines the historic and contemporary dual segregation of Black teachers and Black students in Chicago Public Schools, and how mass school closures, privatization, and corporate school reform have both transformed and deepened segregation and resource-inequity across Chicago's schools.

scholarly journals Teachers at the Center: Place and Education Displacement in Southwest Atlanta

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Thais Council ◽  
Shaeroya Earls ◽  
Shakale George ◽  
Rebecca Graham
Keyword(s):  
Urban Education ◽  
Black Students ◽  
Education Reform ◽  
Black Families ◽  
Black Teachers ◽  
Black Communities ◽  
Participatory Action ◽  
Black Schools ◽  
Urban Education Reform ◽  
Personal Experiences

In Southwest Atlanta, urban education reform and gentrification have intersected to create the perfect collision of housing and educational displacement of Black students, Black families, and Black teachers. While Black communities are dealing with the impacts of gentrification, Black schools are simultaneously witnessing shifts that uproot students and their teachers. As a teacher participatory action research (PAR) collective, we share our personal experiences of housing displacement and how it has impacted our students, our communities, and our ability to maintain our positions as community-centered teachers. In this article, we acclimate readers to Atlanta, Georgia, and the Southwest Atlanta region in which we serve. We also illustrate how we have confronted the displacement of our students and ourselves. Finally, we highlight the significance of community-centered teachers operating within a Critical Studyin’ for Human Freedom praxis in the struggle against systemic inequities that persistently plague our students and communities.

Transforming the Elite

2018 ◽  
Author(s):  
Michelle A. Purdy
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Civil Rights ◽  
Black Students ◽  
Education Reform ◽  
Social History ◽  
Civil Rights Movement ◽  
Private Schools ◽  
Private School ◽  
Mixed Feelings

When traditionally white public schools in the South became sites of massive resistance in the wake of the Supreme Court's Brown v. Board of Education decision, numerous white students exited the public system altogether, with parents choosing homeschooling or private segregationist academies. But some historically white elite private schools or independent schools, the most prestigious of private schools, opted to desegregate. The black students that attended these schools courageously navigated institutional and interpersonal racism but ultimately emerged as upwardly mobile leaders. Transforming the Elite tells this story. Focusing on the experiences of the first black students to desegregate Atlanta's well-known The Westminster Schools and national efforts to diversify private schools, Michelle A. Purdy combines social history with policy analysis in a dynamic narrative that expertly re-creates this overlooked history. Through gripping oral histories and rich archival research, this book showcases educational changes for black southerners during the civil rights movement including the political tensions confronted, struggles faced, and school cultures transformed during private school desegregation. This history foreshadows contemporary complexities at the heart of the black community's mixed feelings about charter schools, school choice, and education reform.

Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership

2021 ◽  
Author(s):  
Uttal David ◽  
◽  
Katherine James ◽  
Steven McGee ◽  
Phillip Boda ◽  
...  
Keyword(s):  
Public Schools ◽  
Minority Students ◽  
Low Income ◽  
Research Evidence ◽  
Spatial Reasoning ◽  
Explicit Instruction ◽  
Chicago Public Schools ◽  
Reasoning Abilities ◽  
Career Achievement ◽  
Stem Outcomes

The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.

Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study

2019 ◽  
pp. 004208591989374
Author(s):  
Olivia Osei-Twumasi ◽  
Bernardette J. Pinetta
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Black Students ◽  
White Teachers ◽  
Black Teachers ◽  
Urban School Districts ◽  
Classroom Assessment Scoring System ◽  
Using Data ◽  
The Relationship

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation’s public schools and the underrepresentation of Black teachers.

The Efficiency of Race-Neutral Alternatives to Race-Based Affirmative Action: Evidence from Chicago’s Exam Schools

2021 ◽  
Vol 111 (3) ◽  
pp. 943-975
Author(s):  
Glenn Ellison ◽  
Parag A. Pathak
Keyword(s):  
Public Schools ◽  
Affirmative Action ◽  
Low Income ◽  
Racial Diversity ◽  
Chicago Public Schools ◽  
Low Income Students ◽  
Minority Representation ◽  
Student Preparedness ◽  
University Systems ◽  
K 12

Several K-12 and university systems have adopted race-neutral affirmative action in place of race-based alternatives. This paper explores whether these plans are effective substitutes for racial quotas in Chicago Public Schools (CPS), which now employs a race-neutral, place-based affirmative action system at its selective exam high schools. The CPS plan is ineffective compared to plans that explicitly consider race: about three-quarters of the reduction in average entrance scores at the top schools could have been avoided with the same level of racial diversity. Moreover, the CPS plan is less effective at adding low-income students than was the previous system of racial quotas. We develop a theoretical framework that motivates quantifying the inefficiency of race-neutral policies based on the distortion in student preparedness they create for a given level of diversity and use it to evaluate several alternatives. The CPS plan can be improved in several ways, but no race-neutral policy restores minority representation to prior levels without substantially greater distortions, implying significant efficiency costs from prohibitions on the explicit use of race. (JEL H75, I21, I28, J15)

Fifteenth Annual AERA Brown Lecture in Education Research: Disrupting Punitive Practices and Policies: Rac(e)ing Back to Teaching, Teacher Preparation, and Brown

2020 ◽  
Vol 49 (3) ◽  
pp. 147-160 ◽  
Author(s):  
H. Richard Milner
Keyword(s):  
Teacher Preparation ◽  
Black Students ◽  
Vicarious Trauma ◽  
Black Teachers ◽  
Learning Opportunities ◽  
Board Of Education ◽  
Racial Justice ◽  
Black Schools ◽  
Teachers And Students ◽  
Education Decision

Mr. Williams, a student during segregation and educator who began his career in the years following the 1954 Brown v. Board of Education decision, sheds light on why Black students succeeded in all-Black schools as well as challenges faced in advancing racial justice. In his context, according to Mr. Williams, Black students succeeded because of the influence of Black teachers and the discipline that was cultivated among teachers and students. However, discipline was conceptualized and practiced in a developmentally supportive manner for students during segregation while it is practiced as a form of exclusion in schools currently. Milner argues that we should change our language of disciplinary practices to punishment practices to more accurately capture current practices. In addition, Milner introduces curriculum punishment as a tool to describe how students are punished when they are not exposed to potentially transformative, racially just learning opportunities that can result in vicarious trauma. Implications for teacher education are discussed.

scholarly journals Innovations in medical education in Vietnam

2021 ◽  
Vol 7 (Suppl 1) ◽  
pp. s23-s29
Author(s):  
David B Duong ◽  
Tom Phan ◽  
Nguyen Quang Trung ◽  
Bao Ngoc Le ◽  
Hoa Mai Do ◽  
...  
Keyword(s):  
Medical Education ◽  
Education Reform ◽  
Low Income ◽  
Professional Education ◽  
Education Policies ◽  
Enabling Factors ◽  
Middle Income ◽  
Medical Graduates ◽  
Medical Education Reform ◽  
Crucial Component

Medical education reforms are a crucial component to ensuring healthcare systems can meet current and future population needs. In 2010, a Lancet commission called for ‘a new century of transformative health professional education’, with a particular focus on the needs of low-income and-middle-income countries (LMICs), such as Vietnam. This requires policymakers and educational leaders to find and apply novel and innovative approaches to the design and delivery of medical education. This review describes the current state of physician training in Vietnam and how innovations in medical education curriculum, pedagogy and technology are helping to transform medical education at the undergraduate and graduate levels. It also examines enabling factors, including novel partnerships and new education policies which catalysed and sustained these innovations. Our review focused on the experience of five public universities of medicine and pharmacy currently undergoing medical education reform, along with a newly established private university. Research in the area of medical education innovation is needed. Future work should look at the outcomes of these innovations on medical education and the quality of medical graduates. Nonetheless, this review aims to inspire future innovations in medical education in Vietnam and in other LMICs.

scholarly journals Evaluating medical education regulation changes in Brazil: workforce impact

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Alexandre Medeiros Figueiredo ◽  
Danette Waller McKinley ◽  
Adriano Massuda ◽  
George Dantas Azevedo
Keyword(s):  
Medical Education ◽  
Public Schools ◽  
Low Income ◽  
School Enrollment ◽  
Health Coverage ◽  
Continuous Assessment ◽  
Middle Income ◽  
Unified Health System ◽  
Medical Undergraduate ◽  
The Impact

Abstract Background Shortages and inequitable distribution of physicians is an obstacle to move towards Universal Health Coverage, especially in low-income and middle-income countries. In Brazil, expansion of medical school enrollment, curricula changes and recruitment programs were established to increase the number of physicians in underserved areas. This study seeks to analyze the impact of these measures in reduce inequities in access to medical education and physicians’ distribution. Methods This is an observational study that analyzes changes in the number of undergraduate medical places and number of physicians per inhabitants in different areas in Brazil between the years 2010 and 2018. Data regarding the number of undergraduate medical places, number and the practice location of physicians were obtained in public databases. Municipalities with less than 20,000 inhabitants were considered underserved areas. Data regarding access to antenatal visits were analyzed as a proxy for impact in access to healthcare. Results From 2010 to 2018, 19,519 new medical undergraduate places were created which represents an increase of 120.2%. The increase in the number of physicians engaged in the workforce throughout the period was 113,702 physicians, 74,771 of these physicians in the Unified Health System. The greatest increase in the physicians per 1000 inhabitants ratio in the municipalities with the smallest population, the lowest Gross Domestic Product per capita and in those located in the states with the lowest concentration of physicians occurred in the 2013–2015 period. Increase in physician supply improved access to antenatal care. Conclusions There was an expansion in the number of undergraduate medical places and medical workforce in all groups of municipalities assessed in Brazil. Medical undergraduate places expansion in the federal public schools was more efficient to reduce regional inequities in access to medical education than private sector expansion. The recruitment component of More Doctors for Brazil Program demonstrated effectiveness to increase the number of physicians in underserved areas. Our results indicate the importance of public policies to face inequities in access to medical education and physician shortages and the necessity of continuous assessment during the period of implementation, especially in the context of political and economic changes.

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