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• W316428687 abstract "Policy responses to comprehensive reform initiatives necessitate the creation of cross-sector coalitions in support of change. Using the 1998 New Jersey Supreme Court decision, which compels the state of New Jersey to implement a series of comprehensive reform in the state's 30 poorest districts, this paper investigates the factors that successfully predict these districts' abilities to generate cross-sector support for the reforms. It also explores the extent to which the level of support generated within these districts' communities impact on their willingness to embrace the reforms and their perceptions of resource problems. Based on the findings, this paper concludes that the reform and policy environments must be redefined to align with the realities of urban schooling. The social construction of urban schools has undergone significant transformation over the past four decades. According to Miron (1996) and Popkewitz (1991), elite groups have socially constructed the crisis in urban schools by equating urban schooling with social, academic, and economic problems in the inner cities. Thus, a critical dimension of states' policy activities is the reformation of urban school systems through the introduction of various reform strategies. An implicit assumption behind several of these strategies is that their introductions represent a move towards progress. However, as Fullan (1991) and others have pointed out, school change is frequently difficult to achieve, especially if the underlying assumptions on which it is founded are faulty and questionable. How urban schooling is socially constructed raises a number of issues with respect to the kinds of ameliorative actions that are needed. It has been suggested by Miron (1996) that there is much fluidity in broaching the problems in urban schools. This fluidity is inextricably linked to the ideological positions adopted by policy actors at the federal, state, and local levels. For example, during the Johnson Era, the problems in urban school systems were perceived as symptomatic of larger social ills. Thus, their redressing necessitated the creation of policy solutions that focused on attacking the problems of poverty, while simultaneously designing educational programs that would equalize the educational opportunities for poor children through the passage of several important legislations, such as the Elementary and Secondary School Act in 1965 (Kantor, 1991). The Nixon, Reagan, and Bush presidencies saw an ideological shift not only in how urban schooling was constructed but also a move away from federal to state responsibility for reforming public education (Kantor, 1991; Marcouldies & Heck, 1990; Thompson, 1976). During these administrations, and even under the Clinton administration, the focus of policy was less on equity and more on achieving excellence. In response to federal policymakers, as well as professional associations, almost all states passed legislation requiring tougher academic and curriculum standards (Spillane, 1999). Urban school problems were viewed not so much as the result of social forces, but rather as consequences of inept bureaucracies and leadership. The conceptualization of urban school problems in this vein resulted in the evolution of microecological policy solutions that focused on the schools, students, and their families (Kovac, 1998). According to Crowson and Boyd (1992), many urban school systems were unable to adequately cope with the excellence movement because of financial and organizational constraints. In addition, several of the urban reform activities of this period failed to produce successful results (Hill & Celio, 1998). From a policy perspective, it is also instructive to note that the devolution of responsibility for public education from federal to state governments reflected a broader shift in policy. This shift coincided with an era of increasing globalization (Bennett, 1990). Thus, states became responsible for not only funneling federal dollars for education to localities, but also federal fiscal aid to local municipalities (Warner, 2000). …" @default.
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• W316428687 date "2002-01-01" @default.
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• W316428687 title "The Issue of Civic Capacity in Urban Educational Reform: The Case of New Jersey's Thirty Poorest Districts." @default.
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