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The Education Mayor

Improving America's Schools

Publication Year: 2007

In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and in

Published by: Georgetown University Press

List of Tables

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pp. ix-x

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Preface

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pp. xi-xiii

FROM NEW YORK AND BOSTON TO CHICAGO AND Washington, D.C., a new style of big-city mayor has emerged over the past decade. These mayors are no longer content to sit on the sidelines and watch as their cities’ schools struggle to educate their cities’ young people. These new-style mayors believe in a straightforward, yet unconventional, idea of urban...

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Acknowledgments

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pp. xv-

THIS RESEARCH PROJECT HAS RECEIVED GENEROUS financial support from the U.S. Department of Education’s Field Initiated Studies Program, the Joyce Foundation, the Spencer Foundation, the Broad Foundation, and the Laboratory for Student Success. We received additional institutional support from Brown University’s Urban Education Policy...

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Introduction: Mayoral Governance in Education Gains Prominence

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pp. 1-10

THE 1990s SAW THE EMERGENCE OF A “NEW STYLE” OF mayor interested in taking a strong leadership role in their city’s school system. Two mayors, Chicago’s Richard M. Daley and Boston’s Thomas Menino, have been at the forefront of this ground-breaking movement. On October 25, 1996, Mayor Daley visited Boston and made a joint appearance with...

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1. The Historical and Political Context of Integrated Governance

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pp. 11-27

THE RECENT TREND TOWARD MAYORAL CONTROL OF school boards represents a historic shift in urban school governance. Since the turn of the twentieth century, city schools have been separate and insulated from city hall. The emergence of new-style education mayors who have advocated for and gained expanded formal power over city schools has given...

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2. The New-Style Education Mayors

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pp. 28-51

IN THE 1990s, CHICAGO’S MAYOR RICHARD M. DALEY and Boston’s Mayor Thomas Menino represented the vanguard of a new style of education mayors that put education performance at the forefront of their agendas for economic growth and civic renewal. Over the course of the past decade, mayors in Cleveland, New York, Providence, and several other cities...

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3. Evaluating the Effects of Mayoral Control

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pp. 52-75

MAYOR-LED INTEGRATED GOVERNANCE OF URBAN SCHOOL districts is a policy reform aimed at many, multilevel systemic effects. Given such a diverse set of outcomes that mayors may affect, how can we properly evaluate their impact? How can we tell if mayors are making a difference? There are many ways to evaluate and analyze the rise of mayor-led...

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4. Integrated Governance as a Strategy to Improve School Performance

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pp. 76-98

IN TODAY’S CLIMATE OF OUTCOME-BASED PERFORMANCE accountability, one question stands out above the rest: Does mayoral control improve student performance? Student achievement is the first thing people think of when they consider education reform. And when standardized test scores are reported each year, they draw citywide interest. In the summer of...

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5. Considering the Gap between High- and Low- Performing Schools

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pp. 99-112

SINCE THE PASSAGE OF THE NO CHILD LEFT BEHIND ACT, there has been close scrutiny of the achievement gap and the needs of the lowest-performing schools. In this context, mayoral control raises questions of equity. Though in the previous chapter we examined the effects of mayoral control on overall district achievement, we did not look at...

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6. Accountability and Urban High Schools: The Challenge of Improving Instructional Practices

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pp. 113-139

SINCE THE PASSAGE OF THE NO CHILD LEFT BEHIND ACT, there has been close scrutiny of the achievement gap and the needs of the lowest-performing schools. In this context, mayoral control raises questions of equity. Though in the previous chapter we examined the effects of mayoral control on overall district achievement, we did not look at...

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7. Toward Strategic Deployment of Resources

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pp. 140-160

MAYOR-LED INTEGRATED GOVERNANCE AS A REFORM policy is distinguished by its broad reach. Mayors are in a position not only to improve teaching and learning but also to fundamentally alter the financial and management conditions in which teaching and learning occur. At the same time, however, they are operating in an environment that is often...

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8. The Political Dynamics of Building Public Support for Education

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pp. 161-186

IN ADDITION TO THE PRODUCTIVITY AND MANAGEMENT improvements that we have discussed over the course of the last four chapters, education mayors have the potential to build public confidence in their cities’ school systems by raising public awareness about reform efforts and improving public opinion about city schools. Achieving this goal of increased...

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9. Mayorally Governed School Districts as Laboratories of Democracy

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pp. 187-199

Our founding fathers set up the states as laboratories of democracy. That was a phrase used by James Madison and by other founders. And in so many ways, they are. I used to say when I was a governor I was much more proud of being the second state to do something than to be the first state to do something, because if we were the second state to do...

Appendix: Achievement Analysis Methodology and Additional Findings for Chapter Four

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pp. 201-205

Notes

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pp. 207-217

References

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pp. 219-236

Index

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pp. 237-254


E-ISBN-13: 9781589014367
E-ISBN-10: 1589014367
Print-ISBN-13: 9781589011793
Print-ISBN-10: 1589011791

Page Count: 272
Publication Year: 2007

Series Title: American Governance and Public Policy series
Series Editor Byline:

Research Areas

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Subject Headings

  • School management and organization -- United States.
  • Education, Urban -- United States.
  • Mayors -- United States.
  • Educational change -- United States.
  • School improvement programs -- United States.
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