
Contents
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Four The (Re)Making of a Good Public School: Parent and Teacher Views of a Changing School Community
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A Recap: The Limits of the Middle Class as Drivers of Urban School Change A Recap: The Limits of the Middle Class as Drivers of Urban School Change
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In Pursuit of Equitable Development in Urban Education In Pursuit of Equitable Development in Urban Education
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Understanding School Social and Historical Contexts and Processes of Change Understanding School Social and Historical Contexts and Processes of Change
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Use of Transparent Language and Disaggregated Data Use of Transparent Language and Disaggregated Data
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Changes in Student Assignment Changes in Student Assignment
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Targeted Outreach and Partnerships Targeted Outreach and Partnerships
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Supporting Families through City-School Collaboration and Resource Allocation Supporting Families through City-School Collaboration and Resource Allocation
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Parent and Community Organizing for Educational Transformation Parent and Community Organizing for Educational Transformation
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Building Relationships Across and Within Building Relationships Across and Within
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Concluding Remarks Concluding Remarks
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Seven Maintaining a “Commitment to Everyone”: Toward a Vision of Equitable Development in Urban Public Schooling
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Published:March 2014
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Abstract
This final chapter highlights the need for critical and nuanced studies of urban school transformation, as well as evaluations of “progress” and “reform” in urban education that extend beyond commonly used markers such as rising test scores, the presence of the middle-class, and greater material resources. It offers a new way to think about and address the role of middle-class parents in school integration efforts, based on the goal of producing equitable development in public education. The chapter concludes with a focus on education policy and practice, providing several recommendations for policy makers, district and school staff, and parents based on the findings of the study.
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