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In this timely work, Jane Fowler Morse reviews the history of school finance litigation in the United States and then examines recent legal and political struggles to obtain equitable school funding in New York, Vermont, and Ontario. These three places have employed strikingly different strategies to address this issue, and Morse analyzes lessons learned at each that will benefit both public officials and citizens interested in seeking reform elsewhere. Drawing on writers from Aristotle to Cass Sunstein and Martin Luther King Jr., she also explores the concepts of social justice and equity, highlighting the connections between racism, poverty, and school funding. The result is a passionate plea for equitable funding of public education nationwide to instantiate the ideal of "liberty and justice for all."

Public schools --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- Finance. --- Education --- States

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"Is the American public school doing what we want it to do? Or, is what we want it to do in conflict with what society allows it to do? This book takes on issues central to understanding the complexities of the American public school experience. Readers are simultaneously taken into the historical and contemporary context of these issues through an honest and provocative approach that engages them into the real world of school. Chapters revolve around key issues such as religion, democracy, teachers, race, reform, pedagogy, efficiency, freedom, segregation, social class, exceptionality, gender, technology, and accountability. Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates' understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking"--

Public schools --- Education --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- History.

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"This new book on Black public schooling in St. Louis is the first to fully explore deep racialized antagonisms in St. Louis, Missouri. It accomplishes this by addressing the white supremacist context and anti-Black policies that resulted. In addition, this work attends directly to community agitation and protest against racist school policies. The book begins with post-Civil War schooling of Black children to the important Liddell case that declared unconstitutional the St. Louis Public Schools. The judicial wrangling in the Liddell case, its aftermath, and community reaction against it awaits a next book by the authors of Anti-blackness and public schools"--

Public schools --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- History.

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Schools under Surveillance gathers together some of the very best researchers studying surveillance and discipline in contemporary public schools. Surveillance is not simply about monitoring or tracking individuals and their dataùit is about the structuring of power relations through human, technical, or hybrid control mechanisms. Essays cover a broad range of topics including police and military recruiters on campus, testing and accountability regimes such as No Child Left Behind, and efforts by students and teachers to circumvent the most egregious forms of surveillance in public education. Each contributor is committed to the continued critique of the disparity and inequality in the use of surveillance to target and sort students along lines of race, class, and gender.

Electronic surveillance --- Public schools --- School violence --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- Security measures --- Prevention.

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"In Creativity and Chaos: Progressivism in New Orleans Public Schools and the Nation 1967-1977, Charles Suhor brings to life the bold challenges to the status quo in education during a decade of national turmoil. The regimentation and rote learning of traditional schooling could not have escaped the restless temper of the times--Vietnam war protests, racial strife, assassinations, hippie communes, the sexual revolution, an emerging drug culture, and daring innovations in pop/rock music. Suhor describes his immersion in post-World War II popular culture of New Orleans as a rich backdrop for his years as an impassioned educational reformer at local and national levels. A risk-taking teacher and district supervisor of English, he plunged headlong into controversies over black literature, censorship, ebonics, the "new grammar," faculty integration, testing, standardization, and computer technology. He demonstrates how the sweeping national trends often took quirky, distinctive turns in a city that delights in marching to a different drummer. Suhor's engaging account takes the reader into classrooms as well as the intrigues of central office politics and national leaders' disputes on how to best teach students in a time of change. In no sense a doctrinal liberal, he lambastes the errors and excesses of the progressive moment and traces its decline and the backlash demand for a return to basic skills. Suhor concludes with an update on innovations that have waned or persisted in today's schools"--

Public schools --- Progressive education --- Progressivism in education --- Education --- Common schools --- Grammar schools --- School funds --- Secondary schools --- Schools --- History --- Philosophy