Praise

Educational entrepreneurs are proving that the calcified delivery system of public schooling can be shaken up and retooled for the twenty-first century. Hess and his colleagues look at the phenomenon from every angle in this rich assortment of essays. Some are descriptive, others draw fascinating analogies to other industries—but all are full of useful data and provocative arguments. This is a book that provides plenty of fuel for discussions about where school reform is headed. — Nelson Smith, President, National Alliance for Public Charter Schools

If you believe America’s schools can be changed for the better, then here’s a book for you. Hess and his colleagues explore a new breed of educational revolutionaries and the difficult contexts in which they labor. There is a bit of everything between these covers, from the risk and messiness of it all to the promise. — Chris Whittle, Founder and CEO, Edison Schools, and author of Crash Course

Educational entrepreneurs are playing an increasingly visible role in shaping the future of education in America. This insightful book offers a window into how this movement has evolved, the hurdles it faces, and its growing impact on our nation's schools. — Michelle Rhee, CEO and President, The New Teacher Project

This is a wise and practical analysis of how school improvement works, at the school and district level. Supovitz shows us the successful practice of instructional leadership in a real setting with real problems and constraints. This is a basic source for anyone interested in large-scale school improvement. — Richard F. Elmore, Gregory Anrig Professor of Educational Leadership, Harvard Graduate School of Education

The Case for District-Based Reform is a wonderful book. I have been working closely with leading school districts in the last decade and Supovitz captures all the key issues. Great, powerful insights, clearly expressed--Supovitz nails the problem and promise of the role of the district in bringing about meaningful, sustainable reform. — Michael Fullan, Ontario Institute for Studies in Education, University of Toronto

The Case for District-Based Reform is a must-read for leaders interested in sustaining long-term district success. — Arlene Ackerman, Professor of Practice, Teachers College, Columbia University, and former Superintendent, San Francisco Unified School District

Michael Feuer knows education scholarship better than almost anyone in the United States. In this new book, he deploys that knowledge to help us understand both the importance and the limitation of science in studying education. His argument is one that should be engaged by all of us who study and teach education. This is a must-read for faculty, students, policymakers, and practitioners alike. — Ellen Condliffe Lagemann, Charles Warren Professor of the History of American Education, Harvard Graduate School of Education

Cognitive psychology and behavioral economics have much to teach us about the complexity and limits of human reason. Michael Feuer draws on those teachings—and on his deep experience in applying science to educational problems—to build a timely and persuasive case for a patient and incremental approach to education reform. — Michael McPherson, President, The Spencer Foundation

It is unfathomable that, in light of recent efforts to close the student achievement gap, the body of research examining the impact of collective bargaining by teachers on public education is so scant. What are the facts and how do we find them? Hannaway and Rotherham rightly raise the issue and put forth real alternatives. — Andrew L. Stern, President, Service Employees International Union

School districts and unions are among the most conservative institutions left in our country. Their reluctance to budge from the status quo and their fierce resistance to competition adversely impact student achievement, teacher quality, and fiscal equity. Hannaway and Rotherham confront the 800-pound obstacle to renewing public education and set the stage for a vigorous debate that is long overdue. — Alan Bersin, California Secretary of Education

We have waited decades for such a comprehensive overview of collective bargaining and teachers unions. A fascinating mixture of solid empirical studies and balanced, informed debate. — Mike Kirst, Professor of Education and Business Administration, Stanford University

This volume moves teacher collective bargaining from the sidelines to the center of the policy debate over public education. Its contributors fill the spectrum from those who want to weaken or eliminate union power to those who want to strengthen and reform it. As the editors note, the book started with a conversation; it will stimulate many more. — Charles Taylor Kerchner, Hollis P. Allen Professor of Education, Claremont Graduate University

Online Professional Development for Teachers is the right book at the right time, an invaluable work that shines a powerful spotlight on teacher learning for the new century. Dede’s insightful analysis pulls it all together into a coherent framework, helping the reader appreciate trends, features, and implications of this powerful force for educational change. — Kathleen Fulton, Director, Reinventing Schools for the 21st Century, National Commission on Teaching and America’s Future

Chris Dede is one of the most forward-looking educators in the field, with a keen awareness of the rapid evolution of information and communication technology. This book examines the potential of online and blended professional development to build teachers’ ability to innovate and effect transformational change in schooling in order to provide all students with 21st-century knowledge and skills. — Bonnie J. Smith-Skripps, Dean, College of Education and Human Services, Western Illinois University

This book is a tremendous gift to K-12 education. As a school leader always looking to build professional capacity among my staff, I welcome Dede's design-based research and forward thinking about online teacher professional development. A must-read for funders, policymakers, and school leaders. — Mary Skipper, Headmaster, TechBoston Academy

Online Professional Development for Teachers captures the innovation and excitement of this growing field. The case studies provide the best available picture to date of the scope and potential for lifelong professional learning on the Internet. This volume is essential and interesting reading for researchers and educators who design and study innovative learning environments. — Sharon J. Derry, University of Wisconsin-Madison

This valuable book reminds educators, and the public at large, of our collective responsibility for developing highly qualified teachers. It speaks in particular to school administrators about the critical role they play in ensuring that their schools retain effective teachers. It is filled with sound advice and practical, useful information--an indispensable volume for all who have a stake in recruiting and keeping the best teachers for our schools. — Peggy S. Kemp, Headmaster, Fenway High School, Boston, MA

An absolute must-read for every educator and policymaker in the field. This book is by far the most comprehensive effort to date about where we've been, where we are, and where we should be heading. It provides the reader with solid strategies for system accountability, instruction, and assessment, and it provides the basis upon which educational equity can be achieved for students with disabilities. — Judy Elliott, Assistant Superintendent for Special Education, Long Beach (Calif.) United School District

This book is indispensable for all school administrators. Hehir describes with enormous clarity the final battle on the civil rights front in America—making sure that disabled students receive a quality education. If you are looking for the right thing to do rather than mere compliance, you’ll cherish the message and the meaning of this remarkable discussion by a first-rate scholar/practitioner. — Carl A. Cohn, Superintendent, San Diego City Schools

Thomas Hehir’s book should be required reading for education practitioners, students, disability advocates, and parents throughout the United States and abroad. His unique professional background, coupled with deep insights into the effect of ableist views on disabled people, results in a book that shows how to improve both students’ outcomes and educators’ satisfaction with their performance. — Judith E. Heumann, Advisor for Disability and Development, World Bank

Chilling Admissions is an important contribution to a debate which often has relied more on rhetoric than reason. It will help elevate justice's side of the argument. — Julian Bond, Chairman, NAACP

This may be the most important book in higher education today. At a time in which affirmative action is under siege, this volume offers the facts--research on the consequences of repealing affirmative action, and urgently needed, workable alternatives for maintaining diversity on campus. It is a must read for anyone who cares about or is responsible for the future of America's colleges and universities. — Arthur Levine, President, Teachers College, Columbia University

The collection in Chilling Admissions is an important and desperately needed contribution to informed policy judgments about affirmative action in higher education. Its great value is to bring facts into what has become, more and more, a sterile and abstract ideological debate, fueled by political appeals to those who feel threatened by minority groups. I hope it is widely read, and stimulates more thoughtful discussion on its own level. — Burke Marshall, Professor, Yale Law School, Former Assistant Attorney General for Civil Rights

An interesting, timely, and well-informed book on the impact of present efforts to eliminate affirmative action in college and university admissions. It illuminates many complexities that should inform debate on the subject. — Nathan Glazer, Professor of Education and Social Structure, Emeritus, Harvard University

Sheds vitally important new light on the effects of affirmative action. Enormously valuable. — Diana Chapman Walsh, President, Wellesley College

Chilling Admissions sheds light on one of the most heated subjects in U.S. higher education--the use of race-conscious affirmative action in admissions. The nine essays in this volume include detailed reports and analyses from the front lines of California and Texas, where affirmative action has been banned and universities, forced to radically redesign their policies, are struggling to devise viable alternatives for promoting campus diversity. Together, these essays place the current crisis in historical and legal context while raising the troubling issues of race, testing, and the definition of "merit" in college admissions. At the same time, they cast doubt on some widely held views about the actual impact and costs of affirmative action. The diversity of American higher education is often and properly described as the system's great strength. By taking 'affirmative' steps, colleges and universities have worked for a generation to create the diverse environments essential for learning and crucial for a healthy, productive society. For those concerned about the future of American higher education and our role in the society, this is an important book. — Stanley Ikenberry, President, American Council on Education

A remarkable mixture of theory and practice…This work is vital for teachers exploring themes from everyday life and connections between the inside and outside worlds of teaching and learning. It also reflects the tensions between these two worlds, and how schools provide the place where these tensions play out…The Complex World of Teaching is a fascinating contribution to the conversation on teaching and learning. — Betty Rosa, Superintendent, New York City Community School District 8

A valuable—and surprisingly vivid—portrayal of the actual experience of teachers and students, both in the classroom and beyond it. The mystery and joy that are at the heart of classroom teaching, and which seldom come across in academic writings, are presented here with a tenacious energy that I especially appreciate. Teachers everywhere will be grateful. — Jonathan Kozol, author of Savage Inequalities: Children in America’s Schools and Amazing Grace: The Lives of Children and the Conscience of a Nation

It is a rare volume on teaching that begins with the perspectives, experiences, and voices of children and adolescents. Student experience, in school and out, serves as an anchor for this ambitious compendium. It underscores the urgency that compels us to understand more fully what teaching requires, how it succeeds or fails, and what conditions enhance or diminish its promise. Schoolteaching is a complex practice in any time and place, as these authors attest. Its complexities multiply when teachers and their students do not share cultural histories, economic circumstances, or language. In juxtaposing these pieces, this book will no doubt provoke debate and suggest new possibilities for practice and research. — Judith Warren Little, Professor, University of California-Berkeley

There are those who imagine we can reach a better future by simplifying our understanding of who we teach and what we teach. By contrast, the authors of this collection believe that complexity is the name of the game in describing who we are as human beings, both as teachers and as learners. This wonderful collection of essays is about why complexity is important, and why it must remain so. These are voices worth listening to, and also fun to read. — Deborah Meier, Principal, Mission Hill School, Roxbury, MA, and author of The Power of Their Ideas: Lessons from a Small School in Harlem

The Latino student population in this nation is growing by leaps and bounds, and these students are being met by hostile policies such as anti-bilingual and anti-affirmative action practices. Every educator should pay close attention to the policies recommended and history documented in this book. — Teresa Montano, United Teachers Los Angeles

The Elusive Quest for Equality is an important contribution that advances the conversation of the Treaty of Guadalupe Hidalgo and the impact it has had on the educational expectations of Mexican Americans. — Rodolfo Acuna, California State University at Northridge

Some of the best minds in the field inform us that many of our present difficulties (e.g., biased testing, segregation, language issues, and access to institutions of higher education) have deep historical roots….The most powerful message of this book, …in my opinion, is that policymakers and other school reformers would do well to learn more about the history of education as it has developed for Chicanos/as. Knowing this history is essential for understanding the implications of present reform initiatives. — Ruben Donato, University of Colorado at Boulder

The Elusive Quest for Equality builds a solid case for the resilience and tenacity of the Mexican American struggle for equality in education. It also provides an indispensable background for educators and a moral guidepost for anyone who determines educational policy in the United States today. — Manuel S. Espinosa, Saddleback College, Mission Viejo, CA

At long last, the rich qualitative research resources of a decade of the Harvard Educational Review are together in one readily accessible volume. Not only will readers have important perspectives from critical social science disciplines, but the many theoretical arguments and case studies are now side by side. The value of Acts of Inquiry is not just as a collection of some of the most thoughtful and biting work of the field, but also as a timesaver for teachers and students. Who hasn't searched frantically for that HER article that addressed exactly the point a student raised in class? As required reading in qualitative methods classes, it will outshine many of the resources now available for its breadth and comprehensiveness. — Yvonna S. Lincoln , Texas A&M University

This collection of articles succeeds in bringing together an unusual assortment of writers and ideas that further the conversation on the nature, issues, and uses of qualitative research. It is definitely a volume to use as a teacher, student, or practitioner in pursuit of insight and information about qualitative research. The many articles, divided into six sections, inform the reader not only by their content, but also by their often extensive bibliographies. — Alan Peshkin, Stanford University

Acts of Inquiry in Qualitative Research provides the kind of examples I search for to use in my qualitative research methods class—diverse and thoughtful articles that will not only deepen students’ understandings of (and questions about) research methods, but also stimulate their interest in and thinking about a variety of educational topics. Acts of Inquiry is a fine collection of articles and a valuable accompaniment to any qualitative research methods text. — Corrine Glesne, University of Vermont

In teaching qualitative research methodology, I give students articles and papers that explicate as well as illustrate the concepts I introduce. Acts of Inquiry in Qualitative Research does both, and it does them in one volume. Even better, it does them well! For those who do, read, and write interpretive research, Acts of Inquiry is a valuable and unique resource that offers both breadth and depth. — Sharon Rallis, University of Connecticut

Long overdue, this excellent collection of essays serves to bring qualitative research to the forefront of social science inquiry. — Norman K. Denzin, University of Illinois at Urbana

Perspectives on Language and Literacy: Beyond the Here and Now deftly tracks seminal shifts in cutting-edge ideas, arguments, and research on education over the last thirty-five years. Readers intrigued by the Big Ideas that have influenced North American research in education from 1964 on will find no better source than the rich, telling, and fascinating account narrated by this timely compilation of important papers from the Harvard Educational Review. — Martin Nystrand, University of Wisconsin-Madison

The Editors of the Harvard Educational Review have provided a great service to educational scholars by assembling, in a single volume, some of the most important theoretical and empirical examinations of language and literacy of the past forty years. Taken as a set, this collection offers incredible range. We encounter the entire developmental spectrum of language and literacy practices from preschoolers to adults at work and home. We learn about issues of practice and policy for both first and second language learners, in the United States and abroad. And we meet the full range of academic disciplines, epistemological perspectives, and methodological approaches that have marked the study of language and literacy during this period. One could use the collection as the cornerstone of a rigorous and exciting graduate seminar, or just enjoy revisiting so many classics without having to track them down in a library. — P. David Pearson, Michigan State University

Perspectives on Language and Literacy, a set of seminal readings from the Harvard Educational Review, will provide valuable insights to anyone who works with students or devises educational policy. The book explores questions of language and literacy from a variety of perspectives, and includes venerable classics that should be in every educator’s library. Some of the authors are cognitive developmentalists interested in children’s mental processes, while others take a sociocultural approach; several chapters deal with bilingualism and crosslinguistic issues, and the book’s final section provides critical evaluation of language and literacy education. This volume provides a welcome set of readings on these complicated questions. — Jean Berko Gleason, Boston University

This volume incisively portrays how the most important role in pre-college education—the principal—can lead in preparing teachers and students to meet the challenges of our 21st-century knowledge-based civilization. — Chris Dede, Harvard Graduate School of Education

Nancy Hoffman brings us--in their words--the experiences and ideas of women whose work built public education, and who changed it. This remarkable book brings life and light to many of the most important moments in the history of schooling, and should be read by all who study schools--or care about them. — David K. Cohen, John Dewey Collegiate Professor of Education and Walter H. Annenberg Professor of Education Policy, University of Michigan

In this second edition of Nancy Hoffman’s acclaimed history, we discover the struggles and joys of women who did some of the most important work in early America—they taught. Hoffman is especially attentive to the experiences of African American teachers as she gives us a fuller sense of how race and gender were mixed with education. In Hoffman’s history there are many lessons for today. — Johnnetta Betsch Cole, President, Bennett College for Women

If we were to choose one book that every teacher and every parent should read, it would be Nancy Hoffman's Woman's "True" Profession. Hoffman traces the history of teaching from the days of the one-room schoolhouse, to the schools of the rural South after the Civil War, to the teeming urban classrooms of the early twentieth century. This celebration of teachers and teaching places them in the honored position they deserve. This new edition will take its place on the bookshelf of classics on American Education. — Katherine C. Boles and Vivian Troen, Coauthors of Who's Teaching Your Children

The abbreviations and designations may change--LEPs, ELLs, bilingual, language minority, immigrant, or refugee students--but no matter what they are called, these are among the students most in danger of being lost in our elementary and secondary schools today. Educating them is not only an imperative; it is also a moral challenge and an awesome opportunity. A rare bridging of theoretical perspectives and practical strategies, Teaching Immigrant and Second Language Students is a refreshing answer to this challenge. It provides a wealth of information and is certain to be an invaluable resource for teachers, principals, policymakers, and other educational leaders. — Sonia Nieto, University of Massachusetts Amherst, and author of Affirming Diversity

Dick Elmore guides us to a clear, common sense strategy for linking educational policy and instructional change. He wants standards, incentives and professional supports that add up to a coherent system because '. . . teachers have to feel that there is some compelling reason for them to practice differently, with the best direct evidence being that students learn better. . .'Now that’s the heart of the matter. — Sandra Feldman, President Emeritus, American Federation of Teachers

Professor Elmore takes on many of the toughest education issues: improving teaching, taking programs to scale, managing performance accountability. His thoughtful analyses offer deep understanding and some hope for our future. — Marshall S. Smith, Director, Education Program, The William and Flora Hewlett Foundation and Former Undersecretary of Education

In my work with policymakers and practitioners over the past decade I've drawn repeatedly upon these Elmore essays. This volume will now find its way into my courses on education policy. — Robert B. Schwartz, Former President, Achieve, Inc. and Lecturer, Harvard Graduate School of Education

The findings of Racial Inequity in Special Education indicate a trend with chilling implications for our education system. The overidentification of minority students in special education and the subsequent isolation, stigmatization, and inferior treatment they receive reconfirms the notion that education in America falls short of offering a level playing field for all. By compiling this body of valuable scholarship, Losen and Orfield have unearthed the contours of the problem as well as promising blueprints for resolving it. — U.S. Representative Chaka Fattah (D-PA)

Meant to address the special needs of children with disabilities, federal and state special education laws have produced troubling racial results. This book's vital evidence and thoughtful recommendations can restore the vision of equality that should guide appropriate schooling for all children. — Martha Minow, Professor of Law, Harvard University

Racial Inequity in Special Education provides important direction, for those of us in Congress and for those in our schools. The authors show us where we need to do better to ensure equal educational opportunities for all of our students, whatever their race or socioeconomic status. Where school leadership fails to address those issues that have an adverse impact on children of color and children with disabilities, we must bolster our efforts to protect every child's civil rights. — from the foreword by U.S. Senator James Jeffords (I-VT)

This timely volume presents indispensable perspectives on changes we need to introduce into our college and university classrooms in order to enrich those classes and enhance the academic achievement of minority students. Race and Higher Education is a must read for all teachers, administrators, and students who have a stake in the ever-greater diversity of our colleges and universities. — Dean Whitla, Director, National Campus Diversity Project, Harvard Graduate School of Education

This is an informed, balanced, carefully researched series of essays on a timely and important topic. It offers clear insights into the benefits and problems of racial diversity in higher education. — John B. Williams, College of Education, University of Maryland

"School teachers, administrators, and community members who want a better understanding of standards-based reform-of how we got here and why-will benefit a great deal from this book. These contributors, who have been at the forefront of national discussions about improving schools, cogently lay out the complexities of educating youth to high standards. They make a convincing and inspiring case for why reform should focus on what counts the most: improving teaching and learning. If you read one book on this important anniversary, it should be A Nation Reformed?" — Ramon Cortines, former Chancellor, New York City Public Schools

A deep, insightful, balanced appraisal from an extraordinary array of 'school reformers'-scholars, practitioners, and policy analysts-who have stayed the course for 20+ years. What they have learned and what they know about the barriers that still lie ahead is a must read for anyone concerned about the future well-being of our children, our schools, and yes, ultimately, 'our nation at risk.' — Anthony Bryk, Director, Center for School Improvement, University of Chicago

Dropouts in America can make an enormous difference in reducing the shamefully high level of school dropouts in communities across the country and make it far more likely that young students will graduate from high school and go on to college. Schools, communities, parents, and students alike can benefit from the promising models and concrete steps suggested here, and unlock the American dream for literally millions of the nation's youth. — Senator Edward M. Kennedy, Senate Committee on Health, Education, Labor, and Pensions

Gary Orfield and his colleagues have done us a great service by lifting the lid on one of the unacknowledged secrets of the recent drive for high-stakes tests and punitive sanctions in our public schools: an escalating dropout crisis that is seldom mentioned in the education circles of our nation’s capital and one that is taking its highest toll on children of minorities. Dropouts in America is an absolutely essential book—timely, urgent, and disturbing. — Jonathan Kozol, Author of Ordinary Resurrections: Children in the Years of Hope and Savage Inequalities: Children in America’s Schools

This collection of powerful and profound essays fills a longstanding void between educational practice and cultural theory. Readers will gain insight into the ways in which education is influenced by larger cultural currents in society, and as those connections are made clear, new ways of understanding and intervening will also become evident. — Pedro A. Noguera, Steinhardt School of Education, New York University

Cultural Studies and Education delves into the intersection of two fields that remain largely disconnected in the United States. In an era of narrow and regressive educational policy, this volume reminds us what educational discourse can be: an exciting conversation about the relationship between culture, power, and society. These essays--both old classics and new--should be at the center of our debates about the future of education. — Nadine Dolby, Northern Illinois Universty

This book is a must-read primer on the fast-changing landscape of educational technology in our schools. Its lucid accounts from both practitioners and researchers answer the big-picture question of 'Where is the field heading?' as well as the more immediate 'What should a teacher do Monday morning?' Better Teaching and Learning in the Digital Classroom charts a path to help acheive the goal of its title. — Milton Chen, Executive Director, The George Lucas Educational Foundation

This unique and timely book answers multiple questions regarding the efficacy and use of technology to improve teaching and learning. All teachers will find something of use in this volume. a wise principal would purchase this book as an indispensable tool for in-school technology discussions. — Milli Pierce, Former Director, The Principals' Center, Harvard Graduate School of Education

Afterschool Education deepens the understanding of anyone-policy makers, capacity-building organizations, program administrators, partnering educators, afterschool program leaders-who is invested in the effective use of afterschool resources to support young people's growth and progress. — Sam Piha, LCSW, Director for Community School Partnerships

Hess’s compilation provides a thoughtful, reasoned, and frequently pointed examination of K-12 philanthropy, a sector accustomed to accolades and sheltered from the impulsiveness of the ballot box. This volume invites the sincere reflections and heated discussions that are urgently needed among policymakers, educators, and the philanthropic community as educational philanthropy increasingly seeks to improve our nation’s schools. — Stefanie Sanford, Bill & Melinda Gates Foundation

This is a groundbreaking volume for education reformers and philanthropists. The wealth of research presented here surveys the landscape, raises critical questions, and illuminates the challenges for us all to consider as we strive to change public education and provide all children with the schools they deserve. — Wendy Kopp, Founder, Teach for America

UDL bridges ideals and best practices to make equal education for all students a reality. The visionaries and researchers at CAST have led the charge to define UDL and deliver it into practice. Like the concept itself, this book is a single resource, one that provides access to the many facets of UDL. The variety of resources within this book informs us what UDL is, why it matters, and how to do it. — David Scanlon, Lynch School of Education, Boston College

Over the past decade, researchers at CAST pioneered the concept of Universal Design for Learning. The Universally Designed Classroom is a timely and comprehensive examination of the issues pertaining to UDL, from definition and conceptualization to implementation. This book is a blueprint to turn promise into reality. — Michael L. Wehmeyer, University of Kansas, and Director, Kansas University Center on Developmental Disabilities

The Universally Designed Classroom provides a rich understanding of how and why all classroom instruction can be fully accessible to every child. Finally, we have a complete reference on what UDL means, why it is important, and how to use its principles in designing curriculum and instruction. — Patti Ralabate, Senior Professional Associate for Special Needs, National Education Association

Today more than ever, higher education stands as the gateway to the kind of society we will become. Higher Education and the Color Line is a major contribution to contemporary debates about how that gateway should be constructed against the backdrop of race, gender, and class in American society. — Lee C. Bollinger, President, Columbia University

Inclusion is the single greatest challenge facing colleges and universities in the United States. This is especially true in states like California, where the so-called minority will soon be the majority. This book is an incredible resource for those of us on the front lines who are trying to ensure that our institutions serve the entire population, not just those who by virtue of an accident of birth are among the privileged classes. — Robert J. Birgeneau, Chancellor, University of California, Berkeley

This outstanding book presents leading-edge research on racial inequality in higher education and specific policy recommendations to improve minority access and success. It is unique in that it pays equal attention to African American and Latino issues. Anyone who is concerned with equal opportunity in higher education will find it indispensable. — Jorge Chapa, Director of Latino Studies Program, Indiana University, Bloomington

Impatient with the slow and sometimes stagnant pace of urban school reform, many observers are calling for bold and brash interventions. San Diego, under Alan Bersin, is a prototype of this approach, which one of the chapters in the volume summarizes as ‘Do it fast, do it deep, and take no prisoners.’ In Urban School Reform, top scholars turn their microscopes on the San Diego experiment, providing a nuanced assessment of an effort that is certain to be analyzed—and argued about—for years to come. — Jeffrey R. Henig, Teachers College, Columbia University

Alan Bersin has been a visionary school superintendent in San Diego. He has moved with bold strokes and sought to transform the very culture of the dysfunctional school system that he inherited. This invaluable book chronicles his efforts in a thorough and balanced manner. It is essential reading for those who are serious about urban school reform. — Joel Klein, Chancellor, New York City Board of Education

Each essay provides the next-best thing to being a participant-observer during the San Diego reform effort. A must-read for the committed urban school reformer. — Deborah McGriff, Executive Vice President, Edison Schools

It is wonderful to find an educational book that offers both pedagogy and practical classroom applications. A Practical Reader in Universal Design for Learning was written for classroom teachers and school administrators, and it provides a wealth of implementation strategies, model lessons, and teacher reflections. This easy-to-read book will be an immediate and useful resource for all educators. — Quentina Timoll, Educational Technology Consultant, Louisiana Department of Education

This is the definitive primer on Universal Design for Learning. It will be immensely helpful for teacher education candidates, graduate students, and in-service teachers —in both classes for new teachers and professional development classes for experienced ones. — Bob Hughes, Dean of General Studies, South Seattle Community College

This is a must-read for all educators who are genuinely interested in promoting practices that remove artificial barriers to learning. It is presented in user-friendly language that can be easily applied in the classroom. The promise of universally designed instruction through flexible means can become a reality. This book shows us the way in real-life examples. — Markay L. Winston, Director of Student Services, Cincinnati Public Schools

An excellent resource for educators, parents, and any adult who seks to understand adolescents and the turbulence and confusion that often affects young people during this period of their lives. A poignant, insightful, and practical analysis. — Pedro Noguera, Professor, New York University

Understanding Youth really does understand youth! It is essential reading, especially for those who work with adolescents in challenging circumstances. — Nancy Hoffman Director, Early College High School, Initiative, Jobs for the Future

As a new teacher, I especially appreciate the clarity with which the authors outline the research [on adolescent development] and its implications for my teaching. — Manuel Rustin, Social Science Teacher, John F. Kennedy High School, Sacramento, CA

Nakkula and Toshalis organize what we have learned about the development of young people—some of whom are presented in a series of individual portraits—and chart ways that we can best serve them. — Theodore R. Sizer, Founder, Coalition of Essential Schools

Nichols and Berliner provide a hard-hitting and thoughtful critique of today’s overreliance on high-stakes testing. This is a must-read for anyone concerned about the unintended consequences of education reform. — Paul D. Houston, Executive Director, American Association of School Administrators

The cumulative impact of the accounts Nichols and Berliner lay out before us is staggering. They punch it home: The moral impact of NCLB may be as dangerous as its educational effects. — Deborah Meier, Senior Scholar, New York University

Collateral Damage delivers a healthy dose of hard truth. It should be required reading for policymakers and concerned citizens. — Jeannie Oakes, Presidential Professor and Director, UCLA Institute for Democracy, Education, and Access

Nichols and Berliner provide a carefully reasoned analysis laced with frightening accounts drawn from public schools. This readable volume eviscerates the premise that our schools can be evaluated with a single indicator. If you care about public schooling, this book is essential. — W. James Popham, Professor Emeritus, UCLA

A breathtaking book. With all the talk about ‘doing something’ about teacher education, here is a rare example of a book that actually does something. It offers a fascinating opportunity to play with the critical ideas confronting us as educators. Transforming Teacher Education must get into the hands of those thinking seriously about educating America. — Deborah Meier, Senior Scholar and Adjunct Professor, Steinhardt School of Education, New York University

The appearance of a new book by this team of extraordinarily thoughtful teacher educators is an event worth celebrating. The book details what it took to accomplish what many thought could not be done—creating and sustaining a model of teacher education, rooted in a vibrant intellectual and professional community, in the context of a large, bureaucratic public university. We learn from Transforming Teacher Education what it takes to create ambitious programmatic change, and all the pleasures and challenges entailed in such an effort. — Pam Grossman, Professor of Education, Stanford University

At last! A fascinating, deep, and honest analysis of the reform effort of a large teacher education program, using principles, theories, and values from small, elite boutique programs. This book describes the successes, dilemmas, and nightmares of the process, interspersing research, analysis, and reflection. It should be required reading for any teacher education program undergoing major reform. — Virginia Richardson, Professor of Education, School of Education, University of Michigan

Teacher educators in programs large and small will be inspired and instructed by this book. The members of Team One remind us of the folly of those who believe that there are shortcuts to preparing teachers to do well the difficult work confronting us today. — Marvin Hoffman, Founding Director, North Kenwood Oakland Charter School, and Associate Director, Urban Teacher Education Program, University of Chicago

This clearly written and insightful l book tells the story of the reform of teacher education at Michigan State in the 1980s and 1990s. In large research intensve universities, teacher education is often low in the list of institutional priorities. This work described in this book clearly demonstrates how a top reserach university can develop high quality and cutting edge teacher education programs that play a large role in influencing teacher education across the nation. This book is must reading for all who are intersted in teacher education reform. The lessons learned by these teacher educators about the complexities of creating genuine and progressive reofrm in a large university like Michigan State can be of benefit to us all. — Ken Zeichner, Hoefs-Bascom Professor of Teacher Education, University of Wisconsin-Madison

In its comprehensive account of school reform efforts in Boston, this book offers insights into the immense and necessary project that is contemporary urban school reform. It should be of interest to all who have a stake in urban school reform throughout the country. — Richard W. Riley, Former U.S. Secretary of Education

A Decade of Urban School Reform should be required reading for every educator and policy-maker in this country. Success is possible, but as Boston demonstrates, it requires leadership, a unified partnership among all stakeholders, and an unwavering focus on student achievement. — Eli Broad, Founder, The Broad Foundations

Reville's impressive book analyzes a significant decade of educational reform in arguably one of the most closely watched urban districts in America; it shows that even when all stars are aligned, change and improvement come slowly. — Richard Stutman, President, Boston Teachers Union

A Decade of Urban School Reform tells the story of Boston's successful urban school reform under Tom Payzant's extraordinary leadership. Through these essays, we learn the ingredients for success: a research-based theory of change, support from a mayor with a longstanding commitment to education, a laser-like focus on instruction, cooperation from teachers unions, central office reform, and unusual partnerships. Reville and his colleagues have assembled a compelling and honest case study with implications for the nation. — Kathleen McCartney, Dean, Harvard Graduate School of Education

This book shows how complex—and daunting—is the task of improving a large city's schools. But, it also offers hope because it documents how Tom Payzant, through enlightened leadership and persistence, laid the groundwork for better schools in Boston. — Jack Jennings, President and CEO, Center on Education Policy

While there was once a time when a large school system simply kept to itself and the mayor never got involved in education, those days are now gone. The building of ‘smart education systems’ requires the full realization that our schools cannot succeed on their own, and our cities cannot and will not prosper without good schools. — Bill Purcell, Mayor, Nashville, Tennessee

The thesis of this insightful volume—that smart schools require smart communities, with knowledge of how to leverage family and community capital in service of academic excellence —will require much greater national attention and significant public resources if meaningful and lasting educational transformation is to be achieved. — Wendy D. Puriefoy, President and CEO, Public Education Network

It really does take a city, and this collection of essays by some of America’s most informed students of urban school reform shows just why, and more importantly just how. Rich in theory, analysis, and example, these essays lay out a vision for smart education systems. The idea is powerful and the vision compelling. We will be talking about this book, and hopefully acting on it, for a long time. — Don McAdams, President, Center for Reform of School Systems

The school of the 21st century will reach beyond the traditional boundaries of the ‘little red schoolhouse’ to enlist the support of parents and communities. With the publication of City Schools, the Annenberg Institute is again at the cutting edge of school reform. — Robert Hughes, President, New Visions for Public Schools

City Schools provides a broad analysis of the systems and conditions that must be overhauled if schools are to level the playing field for poor and minority students and educate all students to higher standards. Rothman has assembled a group of thoughtful educators to guide us through the complex issues that challenge public school systems and the communities they serve. It is compelling reading for anyone interested in the work of improving schools. — Judith Johnson, Superintendent, Peekskill (N.Y.) City School District

ProComp has established a foundation for future efforts to change how teachers are paid. This book reveals the details of the brave effort to rethink teacher compensation through labor-management collaboration. And when it comes to education reforms, the details are precisely the toughest part. — Adam Urbanski, Director, Teacher Union Reform Network