This article revisits the debate about school reform and homeownership-based strategies for neighborhood revitalization. It is based on an analysis of school districts in New York State using data from the American Community Survey (ACS) and the New York State Education Department (NYSED). Findings indicate that the relationship between schools and housing values varies across urban, suburban, and rural school districts. It is recommended that education reformers and urban planners advocate for states and the federal government to assume a more central role in the promotion of educational equity and the subsequent stabilization of neighborhoods in older core cities.
The present study investigates the extent to which a program guided by the principles of critical pedagogy, which seeks to develop critical consciousness, is associated with the improved academic performance of students attending a low-performance middle-school in Buffalo, New York.
The students were enrolled in an in-school academic support program called the Community as Classroom, which used critical project-based learning to show students how to improve neighborhood conditions. The study found that the Community as Classroom program bolstered student
engagement as reflected in improved attendance, on-time-arrival at school, and reduced suspensions. Although class grades did not improve, standardized scores, particularly in Math and Science, dramatically improved for these students from the lowest scoring categories. We suspect that given increased student engagement and dramatically improved standardized test scores, teacher bias might be the cause of no improvements in class grades. We conclude that critical pedagogy, which leads to increased critical consciousness, is a tool that can lead to improved academic performance of students. Such a pedagogy, we argue, should be more widely used in public schools, with a particular emphasis on their deployment in Community Schools.
Chapter 18 in the Higher education for diversity, social inclusion and community: A democratic imperative publication.
Interview with Henry Louis Taylor Jr. about his role as an activist, a scholar, an urban planner and an historian by the Social Science Space blog website, an online social network on social sciences.
Reflections of an Activist Scholar: Henry Louis Taylor Jr. on The Planners Network‘s online page. The Planners Network is an association of professionals, activists, academics, and students involved in physical, social, economic, and environmental planning in urban and rural areas, who promote fundamental change in our political and economic systems.
Much scholarly attention has been paid to the school-to-prison pipeline and the sanitized discourse of “death by education,” called the achievement gap. Additionally, there exists a longstanding discourse surrounding the alleged crisis of educational failure. This article offers no solutions to the crisis and suggests instead that the system is functioning as it was intended—to disenfranchise many (predominately people of color) for the benefit of some (mostly white), based on economic principals of the free market. We begin by tracing the economic interests of prisons and the prison industrial complex, juxtaposing considerations of what we call the “educational reform industrial complex.” With a baseline in the economic interests of school failure and prison proliferation, we draw on the critical race theory concept of racial realism, to work toward a theory of educational and penal realism. Specifically, we outline seven working tenets of educational and penal realism that provide promise in redirecting the discourse about schools and prisons empowering those interested in critically engaging issues of racism that permeate U.S. orientations to education and justice.
This article compares charter schools and other public schools in New York State.
This article examines charter schools applying a nonprofit conceptual frame of reference.