WorldCat Identities

Council of the Great City Schools (U.S.)

Works: 86 works in 109 publications in 1 language and 355 library holdings
Genres: Case studies  Periodicals 
Classifications: LC5115, 371.9091732
Publication Timeline
Most widely held works about Council of the Great City Schools (U.S.)
Most widely held works by Council of the Great City Schools (U.S.)
Special education in America's cities : a descriptive study by Joan L Buttram( Book )

1 edition published in 1988 in English and held by 28 WorldCat member libraries worldwide

This study examined the management, operation, and effectiveness of special education programs in 33 urban school districts from 1984-85 through 1986-87. Data were collected on special education students, facilities, budgets, pre-referral, referral, placement, exit from special education programs, program evaluation, vocational education, related services, special education complaints and hearings, mainstreaming, and student progress evaluation criteria. Findings are organized around six underlying themes: the stability of school district enrollments and funding for special education programs; the referral and subsequent placement of students in special education programs; the incidence of complaints and hearings; the impact of federal and state regulations on program evaluation; the integration of special and regular education programs; and policy and program recommendations. No major increasing trends were found in enrollment or expenditures over the years studied. Numbers of inappropriate referrals were reduced. Complaints and hearings were not a major problem in most areas, and most special education students were enrolled in buildings that also held regular education classes. Recommendations based on these and other findings are offered. Eleven appendices describe the study's methodology and present raw data. (Pb)
National urban education goals : baseline indicators, 1990-91 by Michael D Casserly( Book )

1 edition published in 1992 in English and held by 27 WorldCat member libraries worldwide

This report sets the 1990-91 baseline from which the nation's urban public schools will measure their progress on the six National Urban Education Goals. The report contains four major chapters measuring the status of urban schools using various indicators. The first chapter presents data on the demographics of city schools and compares those urban characteristics to the nation at large. The second chapter is divided into six parts, each devoted to one of the National Urban Education Goals and each presenting data aggregated across all urban school districts for the 1990-91 school year. The third chapter presents data on various characteristics of urban public schools that might be of general interest. The fourth chapter presents data on the revenues and expenditures of urban schools, with comparisons to national averages. These chapters are followed by a chapter that describes data strengths and limitation, summary of future plans, keyed to the content of the previous chapters. Finally, the report contains city-by-city profiles with data on demographics, the six goals, system characteristics, and funding. At the end are two fold-outs: the first shows aggregate data across all the Great City Schools and the second shows data on national averages. Included are 6 tables, 98 figures, and footnotes describing the tables and figures. (Jb)
Challenges to urban education--results in the making : a report of the Council of the Great City Schools( Book )

1 edition published in 1987 in English and held by 23 WorldCat member libraries worldwide

Urban Teacher Academy Project toolkit : a guide to developing high school teaching career academies by Anne Berrigan( Book )

3 editions published in 2000 in English and held by 18 WorldCat member libraries worldwide

There is an urgent need not only to attract more people into the teaching profession but also to build a more diverse, highly qualified, and culturally sensitive teaching force that can meet the needs of a rapidly changing school-age population. This Toolkit takes best practices from high school teacher academies around the United States and organizes them into the steps needed to design and implement programs. The purpose of the Toolkit is to help school districts plan and institutionalize high school teaching academies in order to nurture and "grow" prospective teachers committed to serving their schools and communities. Research done by the Urban Teacher Academy Project suggests that there are approximately 50 teacher academy programs in the country. These high school teacher academies are teaching-focused, comprehensive academic programs within larger schools, most of which offer electives related to teaching, learning, and children, with precollege internships in schools and partnerships with colleges and universities that provide a pathway into college and teacher education. The guide's first chapter gives strategies for putting the elements of a successful teaching career academy into place. The second chapter explains the important elements of effective programs and gives a look at how these elements have been implemented in other teaching academies. The third chapter provides advice on how to document and assess a program. An appendix provides useful information about other national precollegiate teacher recruitment programs to supplement or support teaching career academy activities. A planner's checklist is included to outline steps in designing a teaching career academy. An appendix contains descriptions of three teaching career academy programs, and a list of useful resources for establishing a teaching career academy is included. (SLD)
Teaching and leading in the Great City Schools : a report of the Council of the Great City Schools( Book )

1 edition published in 1988 in English and held by 16 WorldCat member libraries worldwide

A call for change : the social and educational factors contributing to the outcomes of black males in urban schools by Sharon Lewis( )

3 editions published between 2010 and 2011 in English and held by 13 WorldCat member libraries worldwide

The nation's young Black males are in a state of crisis. They do not have the same opportunities as their male or female counterparts across the country. In order to get a complete picture of the depth of the issues, the authors look most closely at the reading and math achievement of the fourth- and eighth-grade Black males in the large city schools. The authors track their progress and compare their scores, as a whole, with the scores of White males in national public schools. In various combinations, they compare the scores of Black and White males who are and are not eligible for free or reduced-price lunch, Black and White males with and without disabilities, and Black males in urban areas vs. Black males in national public schools among other comparisons. Also, they look at the disaggregated reading and math achievement levels of Black males in 18 big city school districts. Finally, the authors look at dropout figures and school experiences. The authors examine college entrance examination scores and college readiness, enrollment, and graduation data. The report concludes with statistics on the postsecondary experiences of Black males, professional degrees attained, wages, and living conditions. Council of the Great City Schools' Demographics, 2008-2009 is appended. (Contains 86 figures and 7 footnotes.)
National urban education goals : 1992-93 indicators report by Cecilia A Ottinger( Book )

1 edition published in 1994 in English and held by 12 WorldCat member libraries worldwide

Indicators in this report assess the status of the nation's Great City Schools in relation to the National Urban Education Goals in 1992-93 and how they compare with their status in 1990-91. The National Urban Education Goals, based on the National Education Goals established in the Fall of 1989, address the unique and pressing needs of urban schools. This report marks the second cycle of data collection on these goals and permits the development of a trend line for progress in urban schools. Indicators are given for the urban-education goals of (1) readiness to learn; (2) increased graduation rates; (3) improved academic achievement; (4) quality teachers; (5) postsecondary opportunities; (6) safe and caring school environments; (7) equitable and adequate funding; and (8) increased parental involvement. Findings of this second report make it clear that areas in which improvement is particularly needed are achievement, reduction of the dropout rate, recruitment of teachers of color, and building repair and renovation. The strongest conclusion to be drawn from this review of statistics is that the nation is getting what it pays for in urban education. It is patently unfair that the neediest children are receiving the lowest amounts of resources per child. Data are presented in 122 figures and 5 tables. (Sld)
Benchmarking best practices in accountabiliy systems : final report( Book )

1 edition published in 2000 in English and held by 12 WorldCat member libraries worldwide

Critical trends in urban education : fifth biennial survey of America's great city schools by Sharon Lewis( Book )

4 editions published between 1998 and 2002 in English and held by 8 WorldCat member libraries worldwide

This report presents the fifth in a series of polls that ask leaders in major U.S. urban public school systems about challenges they face and expectations for the future. The polls survey board members, superintendents, and other leadership staff. In January 2002, surveys were mailed to Great City School district leaders and senior staff and board members. The survey asked how respondents described their sense of optimism about the future of urban public schools, how much overall help the school system received from specified groups, the 10 most important needs in the urban school district, which measures the district had pursued in its general reform process, and the top three most effective educational reform strategies. Respondents were optimistic about the future of urban schools. Approximately half felt that foundations and business leaders were helping their schools. They listed religious organizations among the most helpful groups. The most critical issues they confronted were academic achievement, closing achievement gaps, and principal leadership. The most common reform efforts listed were professional development and efforts to boost student reading performance. (Contains 5 tables, 5 figures, and 5 references.)(SM)
Strategies for success( Book )

1 edition published in 1991 in English and held by 8 WorldCat member libraries worldwide

Results 2000 : progress in meeting urban education goals by Council of the Great City Schools (U.S.)( Book )

1 edition published in 1990 in English and held by 8 WorldCat member libraries worldwide

Foundations for success : case studies of how urban school systems improve student achievement by Jason C Snipes( Book )

1 edition published in 2002 in English and held by 8 WorldCat member libraries worldwide

This report examines the experiences of three large urban school districts (and part of a fourth) that raised academic performance for their districts as a whole, while also reducing racial differences in achievement. Educational challenges included low achievement, political conflict, inexperienced teachers, low expectations, and lack of instructional coherence. The research involved case studies of these districts and comparisons with other districts that had not yet seen similar improvements. Researchers conducted site visits to each district, interviews with key district-level actors, focus groups, teachers, and principals, as well as document reviews. Results indicated that political and organizational stability over a prolonged period and consensus on educational reform strategies were necessary prerequisites to meaningful change. Districts faced systemic challenges above the individual school level. They lacked clarity regarding instructional standards and had a wide variety of educational strategies and instructional approaches. To achieve instructional coherence, districts adopted or developed their own, uniform, relatively prescriptive reading and math curricula for the elementary grades. The districts used data to guide instruction and decision making. Leaders in these districts invested substantial amounts of time, effort, and resources in changing district culture and creating a systemwide consensus for reform. Appendices contain profiles of the case study and comparison districts, as well New York City's Chancellor's District. (Contains 26 references.) (SM)
A Study of special education : views from America's cities( Book )

1 edition published in 1986 in English and held by 7 WorldCat member libraries worldwide

Succeeding with English language learners : lessons learned from the Great City Schools: a report summary by Amanda Rose Horowitz( Book )

3 editions published in 2009 in English and held by 7 WorldCat member libraries worldwide

School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, the Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ell student achievement to shed light on potential strategies for ell reform. Specifically, the study aimed to investigate the district-level policies and practices, as well as the historical, administrative, and programmatic contexts of school systems that showed growth in ell student achievement from 2002 to 2006. At the same time, these experiences were contrasted with the experiences of districts that did not show as much growth in ell achievement during the study period. The results suggest that programming for ELLs has to be collaborative and it has to span the curriculum. Districts need to develop and communicate a clear vision and strategy for ell instructional improvement, and work to provide schools with the tools, support, and oversight necessary to drive these reforms into the classroom. Appendices include: (1) Members of the Research Advisory Committee; and (2) cgcs Executive Committee Officers and English Language Learners and Bilingual Education Task Force Chairs. (Contains 21 figures.)
Designing instructional materials for urban youth: a report on current practices with recommendations for future publishing and purchasing policies by Council of the Great City Schools (U.S.)( Book )

2 editions published in 1971 in English and held by 7 WorldCat member libraries worldwide

Survey and analysis of technology in the great cities by Patricia Hamilton( Book )

1 edition published in 1983 in English and held by 6 WorldCat member libraries worldwide

This survey describes the range of computer technology that the Great City Schools are now using for administrative and instructional purposes. The report looks at how city school systems are now planning to install computers; how they are managing the planning, the purchasing, and evaluation of equipment; what equipment is actually being purchased and with what criteria; which courseware is being used to operate the systems; who is being trained to use the equipment and for what reasons; what computer languages are being taught; and how all of this is being maintained and financed. In addition, the report considers how the school systems are attempting to avoid racial and gender bias in computer software. Following the summary, 29 detailed descriptions by district are provided. (Cmg)
The urban teacher challenge : a report on teacher recruitment and demand in selected Great City Schools by Segun C Eubanks( Book )

1 edition published in 1996 in English and held by 6 WorldCat member libraries worldwide

The urban teacher recruitment challenge documented in this report is the harbinger of potentially more serious nationwide shortages to come. The need for teachers of color in America's schools has already reached critical proportions. Data in this report were collected as part of a broad-based commitment to improved teacher recruitment and development by Recruiting New Teachers, Inc. (RTC) and its Urban Teacher Collaborative partners. In 1995 RTC mailed surveys to human resources administrators and superintendents in districts that are members of the Great City Schools. Thirty-nine of the 47 districts responded. Their responses indicate that special education is the teaching area in greatest demand, followed by science, mathematics, bilingual education, elementary education, and English as a second language. Districts were asked about the ways they try to recruit teachers. Some 76.9% of districts allow noncertified teachers to teach and 43.6% offer programs designed to prepare teacher aides for licensed teaching positions. The majority of districts also offer opportunities for middle and high school students to explore careers in teaching. A survey responded to by 39 of the 50 Great City Colleges of Education profiled efforts to recruit minority students and described special placement programs to interest graduates in urban teaching positions. Results of both surveys confirm the immediate and anticipated demand for new urban teachers, especially teachers of color and language minorities. (Contains 14 graphs.) (SLD)
Statistical profiles of the great city schools, 1970-1982 by Michael D Casserly( Book )

1 edition published in 1983 in English and held by 5 WorldCat member libraries worldwide

Federal education budget policy, 1980-84 : effects on the great city schools by Michael D Casserly( Book )

2 editions published in 1984 in English and held by 5 WorldCat member libraries worldwide

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