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Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools.
By applying the Multiple Streams Model (Kingdon) to comparative analysis of policy determination and the narratives of local stakeholders across a 16-year period, chapters illustrate the role of federal legislation, funding, and buy-in from coalitions, community leaders, and local advocates in ensuring policy adoption in Baltimore City. In contrast, Boston's more limited reforms are explained in light of local challenges and hindering dynamics. Ultimately, the volume offers key recommendations for stakeholders to drive successful policy uptake in urban school districts.
Offering a new analysis of policy for community schools, this volume will be of interest to students, scholars, and researchers with an interest in school reform, as well as urban education.
List of contents
Introduction 1. Understanding Community Schools: History and Context 2. Theoretical Framework and Methodology for Analyzing Policy Determination Processes 3. A Case Study of Boston¿s Unrealized Efforts to Establish Community Schools 4. A Case Study of Baltimore¿s Enabling Yet Nuanced Dynamics 5. A Comparative Analysis and Recommendations for Stakeholders/Advocates 6. Community Schools Happen With¿Not Töa Community Appendices
About the author
Emily Lubin Woods is Director of Education at the Richard K. Lubin Family Foundation. She previously taught as Adjunct Lecturer in Education at the University of Massachusetts Boston, USA.
Summary
Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools.
