WorldCat Identities

Hill, Paul T. (Paul Thomas) 1943-

Overview
Works: 68 works in 245 publications in 1 language and 16,810 library holdings
Genres: Case studies  Abstracts 
Roles: Author, Contributor, Other, Editor
Classifications: LB2806.36, 370.91732
Publication Timeline
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Most widely held works by Paul T Hill
Reinventing public education : how contracting can transform America's schools by Paul T Hill( Book )

17 editions published between 1993 and 2009 in English and held by 646 WorldCat member libraries worldwide

In a hands-on fashion, the authors provide a thorough explanation of the pros and cons of school contracting and how it would work in practice. They show how contracting would free local school boards from operating schools so they could focus on improving educational policy; how it would allow parents to choose the best school for their children; and, finally, how it would ensure that schools are held accountable and academic standards are met. While retaining a strong public role in education, contracting enables schools to be more imaginative, adaptable, and suited to the needs of children and families. In presenting an alternative vision for America's school, this book cannot be ignored
Fixing urban schools by Paul T Hill( Book )

8 editions published in 1998 in English and held by 534 WorldCat member libraries worldwide

Based on new research, this book identifies the essential elements of reform strategies that can transform school performance in big cities beset by poverty, social instability, racial isolation, and labor unrest. It also suggests ways that local leaders can assemble the necessary expertise and political support to make such strategies work
It takes a city : getting serious about urban school reform by Paul T Hill( Book )

7 editions published between 1999 and 2000 in English and held by 531 WorldCat member libraries worldwide

Written as a practical guide for mayors, civic leaders, and school board members, this book describes the politics of reform in urban school systems and clarifies options available to community leaders seeking to improve school performance. Drawing lessons from six U.S. cities that have made concerted efforts to improve their schools, the volume analyzes strengths and weaknesses among urban reform strategies, suggests how reform leaders might create programs combining reform elements, and provides specific guidance about how to design, carry out, monitor, and assess reform initiatives. The chapters are: (1) "The Realities of Urban School Reform"; (2) "Lessons from Six Cities"; (3) "Beneath the Surface: Theories of Action"; (4) "From Wishful Thinking to the Realities of Reform"; (5) "Holding a Strategy in Place"; (6) "Local Politics of Reform"; and (7) "Getting Started." An appendix contains case studies of the six cities on which the study is based. (Contains 97 endnotes.) (Sld)
Charter schools and accountability in public education by Paul T Hill( Book )

10 editions published in 2002 in English and held by 528 WorldCat member libraries worldwide

"The authors examined 150 schools and 60 authorizing agencies in six states: Arizona, California, Colorado, Georgia, Massachusetts, and Michigan. They conducted extensive case studies of internal accountability relationships in 17 of the 150 schools, interviewing school principals, teachers, staff members, parents, governing board members, and authorizing agency officials. They supplemented the results of state and school case studies with data from a nationally representative survey of charter schools."--Jacket
A study of charter school accountability : national charter school accountability study( Book )

4 editions published in 2001 in English and held by 506 WorldCat member libraries worldwide

Discusses how the relationships of charter schools with authorizers affect their day-to-day operations and how they develop relationships of trust and confidence with parents, teachers, and other community members
Making school reform work : new partnerships for real change( Book )

11 editions published in 2004 in English and held by 393 WorldCat member libraries worldwide

Annotation
Taking measure of charter schools : better assessments, better policymaking, better schools( Book )

6 editions published in 2010 in English and held by 332 WorldCat member libraries worldwide

Synopsis: This book breaks new ground on how policymakers and journalists can fairly assess charter school performance. The editors and authors show how good approaches to charter school assessment would also work for regular public schools, which is important because of the requirements of No Child Left Behind
Choice with equity( Book )

5 editions published in 2002 in English and held by 310 WorldCat member libraries worldwide

This review of the furious national debate over school choice examines the benefits of choice for children, families, and schools—and shows how properly designed choice programs can prevent the harmful outcomes opponents fear
Enforcing employer sanctions : challenges and strategies by Michael Fix( Book )

7 editions published in 1990 in English and held by 307 WorldCat member libraries worldwide

Charter schools against the odds by Paul T Hill( Book )

6 editions published in 2006 in English and held by 279 WorldCat member libraries worldwide

The expert contributors to this volume tell how state laws and policies have stacked the deck against charter schools by limiting the number of charter schools allowed in a state, forbidding for-profit firms from holding charters, forcing them to pay rent out of operating funds, and other ways. They explain how these policies can be amended to level the playing field and give charter schoolsand the children they servea fairer chance to succeed
Newcomers in American schools : meeting the educational needs of immigrant youths by Lorraine McDonnell( Book )

7 editions published in 1993 in English and held by 239 WorldCat member libraries worldwide

The United States is experiencing a wave of immigration unprecedented since the early 1900s. This report examines the schooling needs of immigrant students, assesses how well those needs are being met, and suggests strategies for improving schooling outcomes for immigrants. Immigrant education is examined as a political issue and as a challenge facing overburdened school systems. Data were collected from a purposive sample of 8 school districts and 55 schools. Six large urban districts that enroll the overwhelming majority of immigrant students nationally were included. A more detailed analysis was performed of the transcripts of 745 students in Los Angeles (California) schools, and 38 interviews were conducted with state-level policymakers across 6 states. Among the major conclusions is that immigrants, although they represent only a fraction of the nation's youth, are a growing population, heavily concentrated in a few areas of the country. Immigrant education is not a visible policy issue, and the needs of immigrant students are not generally recognized. The quality of schooling that immigrants receive depends on the capacity of the communities in which they live, and many have inadequate resources. Immigrant students have unmet needs that are unique to their newcomer status. Thirteen tables present study data. (Contains 55 references.) (Sld)
High schools with character by Paul T Hill( Book )

6 editions published in 1990 in English and held by 211 WorldCat member libraries worldwide

This study compares zoned high schools, special public magnet schools, and Catholic high schools to identify features that motivate low-income students. Ten days of observations, interviews, and reviews of student records were conducted at eight New York City schools. Of the eight, three were Catholic high schools, two were zoned high schools, and three were special public magnet schools. Less intensive observations were conducted at three schools in Washington (District of Columbia) and two additional schools in New York City. Important similarities were found between the Catholic schools and the special-purpose magnet schools. These schools are referred to as "focus" schools. Focus schools have higher graduation rates than zoned schools, and disadvantaged graduates of focus schools perform better on the Scholastic Aptitude Test (sat) than disadvantaged graduates of zoned schools. The following key features of focus schools could be reproduced in public schools to the benefit of low-income students: (1) concentration on student outcomes before all other matters; (2) strong social contracts that communicate the responsibilities of administration, students, and teachers and establish the benefits that each group receives; (3) strong commitment to parenting and molding student attitudes and values; (4) centripetal curricula that draw all students, regardless of ability and preference, toward learning core skills and perspectives; (5) flexibility to change programs to meet emerging needs; (6) staff recruitment and orientation that protect and sustain staff's distinctive character; and (7) accountability to parents, students, neighborhood and parish groups, and financial supporters. Statistical data are presented in seven tables. A 66-item bibliography is appended. (Fmw)
Strife and progress : portfolio strategies for managing urban schools by Paul T Hill( Book )

9 editions published between 2012 and 2013 in English and Undetermined and held by 200 WorldCat member libraries worldwide

Deficient urban schooling remains one of America's most pressing-and stubborn-public policy problems. This important new book details and evaluates a radical and promising new approach to K-12 education reform. Strife and Progress explains for a broad audience the ""portfolio strategy"" for providing urban education-its rationale, implementation, and results. Under the portfolio strategy, cities use anything that works, indifferent to whether schools are run by the public district or private entities. It combines traditional modes of schooling with newer methods, including charterin
Decentralization and accountability in public education by Paul T Hill( Book )

5 editions published in 1991 in English and held by 194 WorldCat member libraries worldwide

Although only a few dozen school systems have formally embraced site-based management, thousands of districts across the country are experimenting with it in some form. The study described in this report attempts to distill the experience of pioneering school systems, so that citizens and educators in other localities can benefit from it. During the 1989-90 and 1990-91 school years, a rand research team studied five major urban and suburban school systems that had adopted site-based management: Columbus, Ohio; Dade County, Florida; Edmonton, Alberta (Canada); Jefferson County (Louisville), Kentucky; and Prince William County, Virginia. Newspaper and scholarly accounts of site-based management in other communities were also considered. The report draws five major conclusions: (1) though site-based management focuses on individual schools, it is really a reform of the entire school system; (2) site-based management will lead to real changes at the school level only if it is a school system's basic reform strategy; (3) site-based schools are likely to evolve over time and to develop distinctive characters, goals, and operating styles; (4) a system of distinctive, site-based schools requires a rethinking of accountability; and (5) the ultimate accountability mechanism for a system of distinctive site-based schools is parental choice. These findings have specific implications for the entire school community. An appendix provides an overview of the five districts studied. (Mlh)
A theory of political coalitions in simple and policymaking situations by Paul T Hill( Book )

4 editions published in 1973 in English and held by 188 WorldCat member libraries worldwide

Educational policymaking through the civil justice system by Paul T Hill( Book )

8 editions published between 1982 and 1983 in English and held by 187 WorldCat member libraries worldwide

Interviews in eight school districts in six states were conducted to examine the consequences of using civil justice procedures to allocate instructional services (as in P.L. 94-142, the Education for All Handicapped Children Act). The study sought to determine consequences of P.L. 94-142 in three areas: (1) the effects on the legal system; (2) the effects on local public service systems, particularly public schools; and (3) the effects on beneficiaries (handicapped children). Local responses to four laws protecting the right of various groups (elderly, women, handicapped adults, and language minority children) were measured for comparison. Among findings were that the effects on the courts were slight, as the vast majority of special education disputes had been resolved informally; the effects on the school system were real but limited, as many special education administrative units have been established to settle disputes; and the effects on handicapped children were positive in terms of service growth and availability of expensive services. The major finding, however, was that the introduction of civil justice procedures has had an enormous effect on local school policy, despite the low volume of litigation. (Cl)
Learning as we go : why school choice is worth the wait by Paul T Hill( Book )

9 editions published in 2010 in English and Undetermined and held by 186 WorldCat member libraries worldwide

Discusses the parents' rights to choose their children's school
Federal influence over state and local government : the case of nondiscrimination in education by Paul T Hill( Book )

6 editions published in 1982 in English and held by 175 WorldCat member libraries worldwide

Intended for policymakers, the report examines the federal government's efforts to influence state and local governments on matters of education. Two agencies within the Department of Education are spotlighted: the Office for Civil Rights (ocr) and the Office of Special Education (ose). Parallel case studies of ocr and ose were conducted via more than 150 interviews which sought to identify informal strategies used to influence state and local actions. Interviewees included federal officials from both Washington and regional offices; interest group representatives; members of state and local educational agencies; and complainants, parents, and beneficiary group representatives. Following a discussion of the two offices' operating styles and assumptions, a typology of influence methods available to ocr and ose is postulated. Two major influence strategies (enforcement and promotion) are identified, and the effects of each on decision making administrative processes, and general policies at the state and local level are considered. A final section presents a framework depicting factors to be considered by the federal government in decisions regarding change for local and state government activities. The importance of matching federal goals with local conditions and of using hybrid strategies is emphasized. (Cl)
A democratic constitution for public education by Paul T Hill( Book )

5 editions published between 2014 and 2015 in English and Undetermined and held by 167 WorldCat member libraries worldwide

America's education system faces a stark dilemma: it needs governmental oversight, rules and regulations, but it also needs to be adaptable enough to address student needs and the many different problems that can arise at any given school-something that large educational bureaucracies are notoriously bad at. Paul Hill and Ashley Jochim offer here a solution that is brilliant for its simplicity and distinctly American sensibility: our public education system needs a constitution. Adapting the tried-and-true framework of our forefathers to the specific governance of education, they show that the
Educational progress : cities mobilize to improve their schools by Paul T Hill( Book )

5 editions published in 1989 in English and held by 152 WorldCat member libraries worldwide

This report identifies the strategies that multiproblem urban school districts have used to make major improvements in recent years. A panel of experts familiar with urban school systems nominated over 30 candidate urban districts for study. The following districts were chosen for analysis: (1) Atlanta (Georgia); (2) Cincinnati (Ohio); (3) Memphis (Tennessee); (4) Miami (Florida); (5) Pittsburgh (Pennsylvania); and (6) San Diego (California). Data were drawn from intensive interviews conducted with local school and community leaders in the 1987-88 school year. The major findings include the need for a cooperative effort on the part of the school superintendent, the business community, the teachers' union, and the school board to perform the following tasks: (1) reach out and involve the larger community in educational issues; (2) make information about school needs, resources, and performance widely available; (3) forge communitywide agreement about improvement goals; and (4) subordinate the traditional roles of boards, administrators, and teachers to the larger imperative of systemwide improvement. The roles of the following participants in reform are discussed in detail: (1) school superintendent; (2) school board; (3) business and community leaders; (4) teachers and unions; (5) the media; (6) State and Federal governments; and (7) national foundations. A list of 18 references is appended. (Fmw)
 
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Fixing urban schools
Alternative Names
Hill, Paul

Hill, Paul 1943-

Hill, Paul T.

Hill Paul T. 1943-....

Hill, Paul Thomas

Hill, Paul Thomas 1943-

Languages
English (141)

Covers
Fixing urban schoolsIt takes a city : getting serious about urban school reformCharter schools and accountability in public educationMaking school reform work : new partnerships for real changeTaking measure of charter schools : better assessments, better policymaking, better schoolsChoice with equityEnforcing employer sanctions : challenges and strategiesCharter schools against the oddsLearning as we go : why school choice is worth the wait