By B. Franklin
This e-book asserts that efforts to reform faculties, really city faculties, are occasions that engender a number of concerns and conflicts which were interpreted in the course of the conceptual lens of group.
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Extra resources for Curriculum, Community, and Urban School Reform
24 An August 1966 evaluation of the program conducted by the Center for Urban Education suggested that the program was having positive results. Testing data, although not fully reported by the time of the evaluation, indicated gains in reading scores for third and fifth grade students enrolled in participating schools. Teachers were enthusiastic about the program and their morale was high. Yet, the observation team did note some concerns. There were indications, they noted, that there was some confusion as to the duties of cluster teachers.
Aaron Brown stated that he differed with Giardino. As he saw it, achievement data was not the only measure of a program’s effectiveness. There were important “intangibles” that affect children’s attitudes and interests that are not as easily assessed but are of great importance. 34 In April, Schwager attempted to enlist Mayor John Lindsay’s support for the program. Writing to Lindsay, he noted that MES schools are the only schools in “disadvantaged areas of the city that were succeeding in educating the children.
They would also create a learning environment that would promote the academic success of children attending these schools. Suggesting this common purpose, Cohen borrowed the slogan that the city’s teachers union, the United Federation of Teachers (UFT), had invoked in its strike the previous year, “Children Want What Teachers Need,” as the title for his article. 1 This sense of a common purpose did not, however, Cohen argued, really develop. A number of evaluations of the MES Program, which we will consider in this chapter, had raised doubts about the efficacy of compensatory programs, at least at the level that they were then being funded in the city’s More Effective Schools, to enhance student academic 30 Curriculum, Community, Urban School Reform achievement.