WorldCat Identities

Wong, Kenneth K. 1955-

Overview
Works: 94 works in 214 publications in 1 language and 8,350 library holdings
Genres: History  Cross-cultural studies  Abstracts 
Roles: Author, Editor, Other
Publication Timeline
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Most widely held works by Kenneth K Wong
The education mayor : improving America's schools by Kenneth K Wong( )

10 editions published between 2007 and 2010 in English and held by 1,937 WorldCat member libraries worldwide

In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: What does school governance
Efficiency, accountability, and equity issues in Title 1 schoolwide program implementation( )

2 editions published in 2002 in English and held by 1,118 WorldCat member libraries worldwide

Money, politics and law : intersections and conflicts in the provision of educational opportunity, 2004 yearbook of the American Education Finance Association by Karen DeMoss( )

8 editions published between 2004 and 2013 in English and held by 1,001 WorldCat member libraries worldwide

This yearbook offers research and insights to stimulate thought, inform debates, and explore future research directions
When federalism works by Paul E Peterson( Book )

16 editions published between 1984 and 1986 in English and Undetermined and held by 886 WorldCat member libraries worldwide

Funding public schools : politics and policies by Kenneth K Wong( Book )

6 editions published in 1999 in English and held by 418 WorldCat member libraries worldwide

City choices : education and housing by Kenneth K Wong( Book )

3 editions published in 1990 in English and held by 333 WorldCat member libraries worldwide

City and State Takeover as a School Reform Strategy by Kenneth K Wong( )

2 editions published in 2002 in English and held by 198 WorldCat member libraries worldwide

This digest addresses city and state takeover as a school reform strategy, outlining the emergence of takeover in the past decade, discussing promises and limitations that takeover offers, and synthesizing the research to date on takeover's effectiveness. A notable trend over the past decade is greater implementation of takeover reforms, particularly during 1995-97. City/state takeover of school districts has the potential to turn around low-performing schools and districts, and it can hold schools and students accountable to systemwide standards. However, there are serious challenges to takeover success rooted in the potentially confrontational relationship between the city/state and school system. Research across takeover sites is insufficient. More research is needed that synthesizes findings from across takeover districts and identifies circumstances in which takeover succeeds or fails. One emerging strand of more systematic research by Wong and Shen (2001) examines 14 school districts where comprehensive takeovers are in place. The research examines the potential of takeover reform to impact three aspects of the school district: improving the quality of teacher and student performance, especially in the lowest performing schools; more effective financial and administrative management; and increasing accountability in order to improve public perception of the school district. (SM)
Systemwide efforts to improve student achievement( Book )

3 editions published in 2006 in English and held by 175 WorldCat member libraries worldwide

The politics of urban education in the United States : the 1991 yearbook of the Politics of Education Association( Book )

3 editions published between 1991 and 1992 in English and held by 172 WorldCat member libraries worldwide

Successful schools and educational accountability : concepts and skills to meet leadership challenges by Kenneth K Wong( Book )

5 editions published in 2007 in English and held by 144 WorldCat member libraries worldwide

Clio at the table : using history to inform and improve education policy( Book )

4 editions published in 2009 in English and held by 121 WorldCat member libraries worldwide

"Clio at the Table provides important historical perspectives on contemporary education policy issues. Based on a conference held in honor of Carl Kaestle, one of the most eminent education historians in the United States, the book includes chapters that address some of the major concerns of U.S. education today, all of which are particular foci of Kaestle's work: urban education, equity, the role of the federal government, and national standards. On each topic, the book presents summaries of new research and explores the uses of history to help further the connections between historical analysis and policy analysis. It will be particularly useful in courses on education history and policy."--Jacket
Rethinking policy for at-risk students by Kenneth K., Ed Wong( Book )

4 editions published in 1994 in English and held by 121 WorldCat member libraries worldwide

As the school-age population in the United States becomes increasingly culturally diverse and economically heterogeneous, public schools are confronted with issues of program specialization and social integration. Programs designed for students with special needs often take the form of discrete instructional structures. One consequence of targeted or categorical services is organizational fragmentation in school administration and classroom instruction. This book examines issues of program integration and fragmentation in the implementation of major categorical programs. Following the preface, section 1 contains two chapters on the development of categorical programs: (1) "a Brief History of Categorical School Programs, 1945-1993" (Maynard C. Reynolds), and (2) "The Changing Politics of Federal Educational Policy and Resource Allocation" (Kenneth K. Wong). Section 2 contains five chapters on program implementation and classroom effectiveness: (3) "Educational Experiences and Needs of Middle School Students in Poverty" (Samuel S. Peng and Ralph M. Lee); (4) "Program Design and Assessment Strategies in Chapter 1" (Thomas Timer); (5) "Compensatory Education in South Carolina: Lessons from the Past, Visions for the Future" (Lorin W. Anderson and Leonard O. Pellicer); (6) "Programs for Children with Limited English Proficiency: An Assessment of Present Practices" (Aquiles Iglesias); and (7) "What Works and What Doesn't Work: The Case for an Inclusive System" (Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg). The third section explores the future of categorical programs. Chapters are: (8) "From the Pickett Fence to the Chain Link Fence: National Goals and Federal Aid to the Disadvantaged" (Martin E. Orland); (9) "School-Linked Services and Chapter 1: a New Approach to Improving Outcomes for Children" (Michael W. Kirst, Julia E. Koppich, and Carolyn Kelley); and (10) "Looking Ahead: Integrating Urban Policies to Meet Educational Demands" (Lisbeth B. Schorr). One figure and 21 tables are included. Each chapter contains references. (Lmi)
Integrated governance as a reform strategy in the Chicago Public Schools( Book )

4 editions published in 1997 in English and held by 103 WorldCat member libraries worldwide

Federalism and education : ongoing challenges and policy strategies in ten countries( )

6 editions published in 2018 in English and held by 101 WorldCat member libraries worldwide

"The balance of centralization and decentralization also varies across institutional and policy domains, such as the legislative framework for education, drafting of curricula, benchmarking for accountability, accreditation, teacher training, and administrative responsibilities at the primary, secondary, and tertiary levels. Given these critical issues in federalism and education, this volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system"--
Implementing school reform : practice and policy imperatives( Book )

2 editions published in 1997 in English and held by 94 WorldCat member libraries worldwide

Based on the proceedings of a national conference titled "Implementation of the Title I Program: Implications for Improving Schools' Capacity for Achieving Success," this publication is intended to bring critical attention to the issues that will improve the learning of economically disadvantaged students in urban and rural schools. Chapters provide an overview of the research base and an analysis of the current state of education practice. Each chapter contains specific proposals for policy development and research and development agendas. The chapters are: (1) "Financing Title I: Meeting the Twin Goals of Effective Resource Targeting and Beneficial Program Interventions" (Martin Orland and Stephanie Stullich); (2) "Educational Practices and Policies that Promote Achievement" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (3) "Redesigning the Federal Compensatory Education Program: Lessons from the Implementation of Title I Schoolwide Projects" (Kenneth K. Wong, Gail L. Sunderman, and Jaekyung Lee); (4) "Sustaining State Reform through Research and Recognition" (Gerald L. Richardson); (5) "Reading Achievement, Reading Instruction, and Title I Evaluation" (Richard L. Venezky); (6) "English-Language Learners and Title I Schoolwide Programs" (Diane August); (7) "Meeting Student Diversity Needs in Poor, Rural Schools: Ideal Practices and Political Realities" (Barbara L. McCombs and Bill Bansberg); and (8) "Epilogue: a Summary of Recommendations" (Margaret C. Wang and Kenneth K. Wong). Each chapter contains references. (Contains 23 tables.) (Sld)
China : a geographical perspective by David W. S Wong( Book )

2 editions published in 2018 in English and held by 93 WorldCat member libraries worldwide

Implementation of an educational accountability agenda : integrated governance in the Chicago Public Schools enters its fourth year( Book )

2 editions published in 1999 in English and held by 89 WorldCat member libraries worldwide

This report focuses on how the Chicago Public School District, schools, and teachers implemented key components of the district's accountability agenda and its effects on teaching. Key findings are as follows: (1) formal sanctions influence school and teacher resource allocation; (2) mismatches between formal sanctions and support result in teacher skepticism; (3) professional discretion facilitates implementation of the district's academy model; (4) professional discretion challenges the district's attempts to expand teachers' roles; and (5) teacher discretion circumscribes district instructional intervention. District initiatives have affected how schools and teachers allocate key resources, including time, curriculum, and students. Schools and teachers have accommodated policies that entail formal sanctions and professional discretion by allocating instructional time and activities to fulfill policy objectives. By contrast, district support associated with formal sanctions appears to have had marginal impact. Teachers maintained discretion over classroom instruction, adapting and circumscribing district attempts to direct instructional change. (Contains 24 references and notes.) (Dfr)
A national study of Title I schoolwide programs : a synopsis of interim findings by Margaret C Wang( Book )

3 editions published in 1999 in English and held by 89 WorldCat member libraries worldwide

The National Study of Effective Title I Schoolwide Programs was initiated to address the lack of information on how schoolwide programs affect teaching and learning and student outcomes and to develop a critical empirical base for strengthening the implementation of Title I programs in service of students in high poverty schools. This paper provides an overview of findings from the preliminary analysis of the study's first year database. In the first section, the rationale and the extant research base on Title I schoolwide programs that provided the research are discussed. In the second section, the study's research design and findings from the preliminary analysis are presented. During the 1997-98 school year, researchers gathered data from 33 schools in 9 urban districts and 4 countywide districts. Of these, 17 were considered more effective schools, and 16 were identified as less effective schools. The concluding section of the paper contains an exploratory discussion of implications for policy development in light of the upcoming Title I reauthorization. The preliminary findings from this project suggest the need for closer links between the federal government and school districts in helping schoolwide programs develop coherent instructional strategies. These federal initiatives constitute what is termed "procedural accountability" in Title I schoolwide policy. Procedural accountability is a useful way to measure the extent to which knowledge is used effectively to meet the legislative expectations of the Title I program. An appendix discusses the research design and the coordination of data collection. (Contains 9 tables and 10 references.) (SLD)
An overview of Title I schoolwide programs : federal legislative expectations : outlined in the Improving America's Schools Act of the 1994 Ammendments to Title I of the Elementary and Secondary Education Act of 1965 by Kenneth K Wong( Book )

1 edition published in 1998 in English and held by 85 WorldCat member libraries worldwide

The largest single federal investment in schooling, Title I of the Elementary and Secondary Education Act (P.L. 103-382) has provided supplementary resources to schools with large numbers of low-income students throughout the past three decades. In 1994 the program was reauthorized according to the Improving America's Schools Act (IASA), which carries with it a number of revised legislative expectations even as it increases the number of schools eligible to operate schoolwide programs. The new legislation expands opportunities for schools operating schoolwide programs to integrate their services, strategies, and resources to reform their entire educational programs. This document provides an overview of the legislative intent and expectation of the Schoolwide Program Provisions of the IASA. Summary statements are given in shaded boxes, and these statements are followed by questions that administrators, teachers, and other school staff can use to reflect on their activities in the context of what is expected by the legislation. Information on basic programs and procedural components is followed by material about legislative expectations in the areas of: (1) student performance; (2) state standards and assessments; (3) curriculum and instruction; (4) professional development; (5) parent and community involvement; and (6) resource flexibility, system supports, and accountability. (Contains three references.) (Author/SLD)
The need for developing procedural accountability in Title I schoolwide programs by Margaret C Wang( Book )

2 editions published in 1999 in English and held by 84 WorldCat member libraries worldwide

 
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Efficiency, accountability, and equity issues in Title 1 schoolwide program implementation
Covers
Efficiency, accountability, and equity issues in Title 1 schoolwide program implementationMoney, politics and law : intersections and conflicts in the provision of educational opportunity, 2004 yearbook of the American Education Finance AssociationWhen federalism worksFunding public schools : politics and policiesSystemwide efforts to improve student achievementThe politics of urban education in the United States : the 1991 yearbook of the Politics of Education AssociationSuccessful schools and educational accountability : concepts and skills to meet leadership challengesClio at the table : using history to inform and improve education policy
Alternative Names
웡, 케네스 K. 1955-

Languages
English (87)