This showed up in my inbox this past week…
Hello and I hope all is well with you. I am writing to let you know that your book, “Learning from the Federal Market‐Based Reforms: Lessons for ESSA”, has been completed. It is currently available to order http://www.infoagepub.com/products/Learning-from-the-Federal-Market‐Based-Reforms , and will be available to order on all major online retailer sites throughout the world within the next 60 days. Your title will be available as an eBook within the next 90 days on Google, Apple, as well as over 25 other online outlets. It has been a pleasure to work with you and your colleagues on this project and we would like to ask that if you or any of the contributors have any email lists (actual email addresses), conference attendee lists, SIG lists, network lists, and or personal lists that will assist us in effectively marketing this project and the series as a whole, to pass them along so we can spread the good news about your research. If there are any conferences that you would like IAP to have materials at to advertise your project, please let us know so our marketing department can reach out to those organizers.
- We also ask that you please consider adopting this title for at least two semesters. This will help to increase the citation levels, as well as increase sales.
- If you have your students order directly from IAP we will offer a 20% discount off the list price, if you provide us with your student roster ahead of time.
- All contributing authors and editors are entitled to a 50% discount off the list price of the book, and may take advantage of this discount at any time by using the following promo code at checkout on our site: [removed] (case sensitive, no spaces)
- Also attached are copies of the promotional flyer and postcard for your use, and distribution of any kind. You may also request complimentary printed copies of these items at any time.
Please be sure to like us on Facebook and follow us on Twitter so you can always stay up to date on the latest news from IAP.
Like us on Facebook at http://www.facebook.com/pages/IAP-Information-Age-Publishing/85008047497
Follow us on Twitter at http://twitter.com/Infoagepub
Thank you again and we look forward to working with you on your next project.
IAP – Information Age Publishing, Inc.
PO Box 79049
Charlotte, NC 28271-7047
– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –
Please note that I am a chapter author in this volume.
Lessons for ESSA
Over the past twenty years, educational policy has been characterized by top‐down, market‐focused policies combined with a push toward privatization and school choice. The new Every Student Succeeds Act continues along this path, though with decision‐making authority now shifted toward the states. These market‐based reforms have often been touted as the most promising response to the challenges of poverty and educational disenfranchisement. But has this approach been successful? Has learning improved? Have historically low‐scoring schools “turned around” or have the reforms had little effect? Have these narrow conceptions of schooling harmed the civic and social purposes of education in a democracy?
This book presents the evidence. Drawing on the work of the nation’s most prominent researchers, the book explores the major elements of these reforms, as well as the social, political, and educational contexts in which they take place. It examines the evidence supporting the most common school improvement strategies: school choice; reconstitutions, or massive personnel changes; and school closures. From there, it presents the research findings cutting across these strategies by addressing the evidence on test score trends, teacher evaluation, “miracle” schools, the Common Core State Standards, school choice, the newly emerging school improvement industry, and re‐segregation, among others.
The weight of the evidence indisputably shows little success and no promise for these reforms. Thus, the authors counsel strongly against continuing these failed policies. The book concludes with a review of more promising avenues for educational reform, including the necessity of broader societal investments for combatting poverty and adverse social conditions. While schools cannot single‐handedly overcome societal inequalities, important work can take place within the public school system, with evidence‐based interventions such as early childhood education, detracking, adequate funding and full‐service community schools—all intended to renew our nation’s commitment to democracy and equal educational opportunity.
Foreword, Jeannie Oakes. SECTION I: INTRODUCTION: THE FOUNDATIONS OF MARKET BASED REFORM, Purposes of Education: The Language of Schooling, Mike Rose. The Political Context, Janelle Scott. Historical Evolution of Test‐Based Reforms, Harvey Kantor and Robert Lowe. Predictable Failure of Test‐Based Accountability, Heinrich Mintrop and Gail Sunderman.SECTION II: TEST‐BASED SANCTIONS: WHAT THE EVIDENCE SAYS, Transformation & Reconstitution, Betty Malen and Jennifer King Rice.Turnarounds, Tina Trujillo and Michelle Valladares. Restart/Conversion, Gary Miron and Jessica Urschel. Closures, Ben Kirshner, Erica Van Steenis, Kristen Pozzoboni, and Matthew Gaertner. SECTION III: FALSE PROMISES, Miracle School Myth, P. L. Thomas. Has Test‐Based Accountability Worked? Committee on Incentives and Test‐Based Accountability in Public Education(Michael Hout & Stuart Elliott, Eds.). The Effectiveness of Test‐Based Reforms. Kevin Welner and William Mathis. Value Added Models: Teacher, Principal and School Evaluations, American Statistical Association. The Problems with the Common Core, Stan Karp. Reform and Re‐Segregation,Gary Orfield. English Language Learners. Angela Valenzuela and Brendan Maxcy. Racial Disproportionality: Discipline, Anne Gregory, Russell Skiba, and Pedro Noguera. School Choice, Christopher Lubienski and Sarah Theule Lubienski. The Privatization Industry, Patricia Burch and Jahni Smith. Virtual Education, Michael Barbour. SECTION IV: EFFECTIVE REFORMS, Addressing Poverty, David Berliner. Racial Segregation & Achievement, Richard Rothstein. Adequate Funding, Michael Rebell. Early Childhood Education,Steven Barnett. De‐Tracking, Kevin Welner and Carol Corbett Burris. Class Size, Diane Whitmore Schanzenbach. School–Community Partnerships, Linda Valli, Amanda Stefanski, and Reuben Jacobson. Community Organizing for Grassroots Support, Mark Warren. Teacher Education, Audrey Amrein‐Beardsley, Joshua Barnett, and Tirupalavanam Ganesh. SECTION V: CONCLUSION.