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Education, Urban --- -Education, Urban --- -Inner city education --- Urban education --- Cities and towns --- Urban policy --- History --- -History --- Inner city education

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After decades of hand-wringing and well-intentioned efforts to improve inner cities, ghettos remain places of degrading poverty with few jobs, much crime, failing schools, and dilapidated housing. Stepping around fruitless arguments over whether or not ghettos are dysfunctional communities that exacerbate poverty, and beyond modest proposals to ameliorate their problems, one of America's leading experts on civil rights gives us a stunning but commonsensical solution: give residents the means to leave. Inner cities, writes Owen Fiss, are structures of subordination. The only way to end the poverty they transmit across generations is to help people move out of them--and into neighborhoods with higher employment rates and decent schools. Based on programs tried successfully in Chicago and elsewhere, Fiss's proposal is for a provocative national policy initiative that would give inner-city residents rent vouchers so they can move to better neighborhoods. This would end at last the informal segregation, by race and income, of our metropolitan regions. Given the government's role in creating and maintaining segregation, Fiss argues, justice demands no less than such sweeping federal action. To sample the heated controversy that Fiss's ideas will ignite, the book includes ten responses from scholars, journalists, and practicing lawyers. Some endorse Fiss's proposal in general terms but take issue with particulars. Others concur with his diagnosis of the problem but argue that his policy response is wrongheaded. Still others accuse Fiss of underestimating the internal strength of inner-city communities as well as the hostility of white suburbs. Fiss's bold views should set off a debate that will help shape urban social policy into the foreseeable future. It is indispensable reading for anyone interested in social justice, domestic policy, or the fate of our cities.

Occupational mobility --- Urban poor --- Inner cities --- Social problems --- City dwellers --- Poor --- Central cities --- Ghettos, Inner city --- Inner city ghettos --- Inner city problems --- Zones of transitions --- Cities and towns --- Urban cores --- Government policy

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This work makes a contribution to the understanding of how urban and city schools need to operate and how they need to be led. Headteachers and Deputies, those studying for the NPQH, and all aspirant school leaders should find this text useful in.

Urban schools --- Education, Urban --- School management and organization --- Inner city education --- Urban education --- Cities and towns --- Urban policy --- Inner city schools --- City schools --- Schools --- Administration. --- Social aspects

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The No Child Left Behind (NCLB) Act is designed to close the achievement gap between disadvantaged and disadvantaged children through its Title I program. Title I provides disadvantaged students with compensatory education. Only Title I schools are required to meet NCLB accountability guidelines but some states apply federal accountability guidelines to non-Title I schools; and states must separate achievement test scores by racial subgroups. The book explores models to achieve equity in Title I schools. The authors define what is required of states in Title I schools. The NCLB guidelines are flexible: states may confine their accountability involvement to Title I schools only and limit the number of Title I schools in their state; states may establish their own standardized tests and establish their own racial subgroups. The authors examine how each state reacts and implements NCLB accountability standards, and challenges to these guidelines in the courts and in the body politics by states. The text examines the achievements of NCLB, and the implications of the Act. The text also reviews implications for a larger immigrant population that did not exist in 1965 when Title I was originally enacted by Congress; and the impact of globalization the educational needs of the country. It explores models to achieve equity under the No Child Left Behind (NCLB) Act.

Education, Urban --- Educational equalization --- Urban schools --- Education and state --- Inner city schools --- City schools --- Schools --- Inner city education --- Urban education --- Cities and towns --- Urban policy --- Government policy --- Administration. --- Schools. --- USA. --- Education --- Administration --- General.

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USA -- 930.32 --- IMMIGRANTEN -- 930.32 --- Immigrants --- Inner cities --- Slums --- Urban minorities --- Urban poor --- City dwellers --- Minorities --- Poor --- Slum clearance --- Housing --- Central cities --- Ghettos, Inner city --- Inner city ghettos --- Inner city problems --- Zones of transitions --- Cities and towns --- Urban cores --- History --- United States --- Social conditions