A brilliant, thoughtful, and provocative analysis. Charles Payne shows why almost thirty years of school reform has brought so little change to urban public schools. Rooted in the reality of the Chicago Public Schools, Payne s book contains lessons that are relevant to schools everywhere. --Pedro Noguera, New York University
This is a wonderful book, absolutely essential reading for educators, policymakers, and community and civic leaders who are committed to creating schools that promote high achievement for Black and Latino students. Payne helps us understand the challenges and possibilities for the transformation of urban schools. This is a smart book one that should change our conversation about the reform of urban schools. --Theresa Perry, Simmons College
Charles Payne s book is likely to anger teachers and administrators, conservatives and liberals, school reformers and the foundations that fund them. All will see themselves depicted as naïve about what it takes to improve urban schools. Many will see themselves depicted as part of the problem rather than part of the solution. At the same time no reader who has spent much time in urban schools will deny the accuracy of Payne s insights for example, about why improving high schools has proved so much more difficult than improving elementary schools, why more resources alone won t produce successful urban schools, and why the choice of a particular whole school reform program is not the critical decision. While his analysis is deeply sobering, Payne shows that improvement in urban schools is possible and indeed that significant improvements have already taken place. --Richard J. Murnane, Harvard Graduate School of Education
About the Author
Charles M. Payne is the Frank P. Hixon Professor in the School of Social Service Administration at the University of Chicago. He is the author of numerous books, including I ve Got the Light of Freedom: The Organizing Tradition in the Mississippi Civil Rights Movement (1995), which won awards from the Southern Regional Council, Choice, the Simon Wiesenthal Center, and the Gustavus Myers Center for the study of Human Rights in North America. Payne has served on the board of the Chicago Algebra Project, the Steering Committee for the Consortium on Chicago School Research, the Research Advisory Committee for the Chicago Annenberg Project, and the editorial boards of Catalyst, Sociology of Education, and Educational Researcher.