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TWO AMERICAS, TWO EDUCATIONS Paperback – November 1, 2006

ISBN-13: 978-1597096881 ISBN-10: 1597096881 Edition: 1St Edition

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Product Details

  • Paperback: 192 pages
  • Publisher: Red Hen Press; 1St Edition edition (October 1, 2006)
  • Language: English
  • ISBN-10: 1597096881
  • ISBN-13: 978-1597096881
  • Product Dimensions: 6 x 0.5 x 9 inches
  • Shipping Weight: 11.2 ounces (View shipping rates and policies)
  • Average Customer Review: 4.7 out of 5 stars  See all reviews (3 customer reviews)
  • Amazon Best Sellers Rank: #1,365,639 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

Paul Cummins was born in Chicago, Illinois, moved to Fort Wayne, Indiana, and then to Los Angeles, California. He attended Stanford University (B.A., 1959), Harvard University (M.A.T., 1960), and the University of Southern California (Ph.D., 1967). He taught English at Harvard School and the Oakwood School in California as well as at UCLA. In 1970, he became the Headmaster of St. Augustine s Elementary School in Santa Monica and the Founder and Headmaster of the Crossroads School. He is currently the Executive Director of the New Visions Foundation. Cummins is the author of Herbert Zipper s biography, Dachau Song: The Twentieth-Century Odyssey of Herbert Zipper (Peter Lang, 1992), For Mortal Stakes: Solutions for Schools and Society (Peter Lang, 1998), and Keeping Watch: Reflections On American Culture, Education and Politics (Firstbooks Library, 2002). His collection of poetry is A Postcard from Bali (Argonne Press, 2002), and additional work can be found in journals such as, The New Republic, Poetry LA, Whole Notes, Wild Bamboo Press, Bad Haircut Quarterly, Wordwrights and Slant. He serves on the board of trustees of the American Poetry Review, Camino Nuevo Charter Academy, ExEd, the Sam Francis Foundation, the Gabriella AxeIrad Foundation, New Roads School and the New Visions Foundation. He and his wife, Mary Ann, live in Santa Monica, California. They have four daughters.

Customer Reviews

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Most Helpful Customer Reviews

4 of 4 people found the following review helpful By J D on May 10, 2007
Format: Paperback
This book needs the nation to read it so that we can respond to Dr. Cummins' suggestions as one--in the same way we did to Hurricane Katrina-- by coming together to fix our educational system.

This book is amazing-- it's engaging, a quick read, and full of hard data at the same time.

You will come away needing to DO something and Dr. Cummins, who has proven his answers succeed in well-known schools in Los ANgeles has the answers. Read it Read it Read it.
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3 of 3 people found the following review helpful By P. Donald on March 22, 2011
Format: Paperback
This book is an incisive analysis of what is ailing public education in contemporary America and, perhaps more importantly, what to do about it in terms of public policy and priorities. Although the book was written six years ago, the situation described by the author has only gotten worse, the dearth of funding and services for schools more pronounced and fiscal policy suffering its worst meltdown in generations. The numbers quoted in the book can merely be replaced with more dire current figures and today's situation will be perfectly described.

The author's intention is to pointedly bring down to earth the discussion about education reform and what its real costs are, which is something that is only referred to in generalities in our public discussions on the subject. Further, politicians and educators continually compare relative costs and efficiencies within the confines of the public education realm, accepting as a given certain conditions such as large class size, overloaded teachers and poor infrastructure for both student and teacher. Having founded and operated a successful private school on the west side of Los Angeles and involved in setting up several public charter schools, the author makes the informed case that it is not a mystery as to how best educate our children. The elite schools have been doing it for generations: small classes and properly compensated teachers with time to plan lessons and assess students in congenial surroundings.

Except in the more well to do communities, public schools in America fall far short of meeting any of these conditions and, with each passing year, move farther away from achieving them.
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By J. Cowitt on September 26, 2014
Format: Paperback Verified Purchase
Great read. Very insightful.
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