Community Control: The Politics of Urban School ReformThe Control of Urban Schools: Perspective on the Power of Educational Reformers. By Joseph Cronin The Great School Wars: New York City, 1805-1973. By Diane Ravitch The Politics of School Decentralization. By George LaNoue and Bruce Smith Decentralization and School Effectiveness: A Case Study of the 1969 Decentralization Law in New York City. By Melvin Zimet Neighborhood Democracy: The Politics and Impact of Decentralization. By Douglas Yates

Polity ◽  
1976 ◽  
Vol 8 (3) ◽  
pp. 463-474
Author(s):  
Fred J. Foley,
Keyword(s):  
New York ◽  
New York City ◽  
Urban Schools ◽  
York City ◽  
School Effectiveness ◽  
Urban School ◽  
Community Control ◽  
School Decentralization

“Holding the Line”: Investigating How Urban School Leaders’ Respond to Gentrification in New York City Schools

2020 ◽  
pp. 004208592095913
Author(s):  
Allison Roda
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
School Leaders ◽  
Urban School ◽  
Cultural Workers ◽  
Agents Of Change ◽  
New York City Schools ◽  
City Schools

This case study investigated how three New York City schools responded to gentrification’s effects as student demographics shifted. I used the conceptual framework of urban school leaders as cultural workers to examine the tensions, successes, and challenges inherent in the school gentrification and integration process. I found that each school leader defied the school gentrification narrative by “holding the line” in terms of preserving diversity, cultivating integration, and counterbalancing the opportunity hoarding behaviors of White, advantaged parents. The results have implications for urban school leaders who want to be agents of change by leveraging gentrification’s effects into positive results.

Critique of the Citizen Participation Movement in Education

1977 ◽  
Vol 159 (1) ◽  
pp. 7-22 ◽  
Author(s):  
Marilyn Gittell
Keyword(s):  
New York ◽  
New York City ◽  
Citizen Participation ◽  
York City ◽  
Governance Structure ◽  
Educational Institutions ◽  
Community Control ◽  
Bargaining Process ◽  
School Budgets ◽  
Adequate Provision

The demand for community participation in education has resulted in many school systems adopting some form of decentralization. In many cases, this “participation” has been illusory. The decentralization which occurred did not result in increased decision making power being allocated to the community, but rather in merely physically decentralizing the existing school bureaucracy. The current situation in New York City provides a number of insights into what can be expected as school budgets are cut as a result of fewer resources and decreases in school enrollments. The community school boards, which had no input into the collective bargaining process, are now pitted against the professional educational establishment — the Board of Education and the United Federation of Teachers. Both in New York City and elsewhere, those who control the school bureaucracy have excluded the community from playing a significant role in the policy-making process. The governance structure of American education must be changed so that the community will have greater control over its educational institutions. Properly instituted, community control is an instrument of social change. If adequate provision is made for the technical resources to carry out this new role, citizen participation has the potential for providing new insights into our concepts of professionalism and our general theories of educational expertise.

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