School Turnaround in Large Urban K-12 Metropolitan Areas
Solutions for Key Stakeholders
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- Description
- Contents
- About
School Turnaround in Large Urban K-12 Metropolitan Areas explores the persistent challenges and actionable solutions related to school turnaround in large urban K-12 districts. Since the implementation of the No Child Left Behind Act and its successor, the Every Student Succeeds Act (ESSA), states have adopted varying accountability models. Despite these efforts, hundreds of schools remain labeled as “failing,” disproportionately impacting students of color and economically disadvantaged communities. This book investigates the consequences of these accountability measures on communities and offers targeted, stakeholder-specific strategies for sustainable transformation. Chapters focus on leadership, technology, culturally responsive practices, teacher preparation, and family engagement. Drawing on evidence-based research and real-world experiences, School Turnaround in Large Urban K-12 Metropolitan Areas provides a blueprint for policymakers, educators, and community leaders to implement equity-driven school reforms.
Section I. Foundations of Turnaround and Equity
- Chapter 1. Developing Culturally Responsive School Counselors to Work in Turnaround Schools; Erik M. Hines, Donna Y. Ford, Renae D. Mayes, Tanya J. Middleton, Desmond McGlone, and James L. Moore, III
- Chapter 2. Changing the Narrative: Bold Discipline Reforms Driving School Turnaround; John A. Williams III, Emily Holtz, Miriam Sanders, Aminah Crawford, and Virginia Redwine Johnson
- Chapter 3. The Power of AI Amidst the Digital Divide: The Potential for PK-12 School Turnaround; Nia Hulse and Stephen D. Hancock
- Section II. Centering Student and Teacher Voices
- Chapter 4. Blackgirl Dreaming: Visions for Urban School Transformation through the Eyes of Blackgirls in an Urban Alternative School; Cathryn Devereaux and Stephen D. Hancock
- Chapter 5. School Turnaround Centered on Teacher Perceptions of Equity in a Teacher Preparation Program; Stephanie Thomas-Woodard
- Chapter 6. Reclaiming Hope: Multilingual Learners and Latinx Leadership in School Turnaround Efforts; Debora Saavedra-Winch
- Section III. Leadership, Policy, and Global Perspectives
- Chapter 7. Beyond Labels: A Blueprint for Equity and Excellence in Education; Esrom Pitre
- Chapter 8. Successful Principal Strategies for Urban Schools: A Meta-Synthesis of Case Studies from 12 Countries; Jingping Sun and Ron Zhang
- Chapter 9. Teacher Expectations & African American Males: A Noncognitive Factor Affecting the Learning Experience; Brian Keith Williams
- Chapter 10. Empowering Urban K-12 School Turnaround: A Call to Action for Major Research Universities in Large Metropolitan Cities; Chance Lewis and Debora Saavedra-Winch
- Epilogue; Debora Saavedra-Winch
Debora Saavedra-Winch is a doctoral candidate in Curriculum and Instruction at the University of North Carolina at Charlotte.
Chance W. Lewis is the Carol Grotnes Belk Distinguished Professor of Urban Education and serves as Director of The Urban Education Collaborative at the University of North Carolina at Charlotte.