In 1911, Ohio entrepreneur George E. Sebring was drawn to the raw south-central Florida peninsular wilderness, known for bountiful fishing and game. After cofounding Sebring, Ohio, in 1898, he envisaged another eponymous town that would attract new residents to this largely unsettled area located 30 miles from the nearest railroad depot. The businessman purchased 9,000 acres on the shore of Lake Jackson, and his new town was designed and surveyed between October 1911 and April 1912. By virtue of its location along the Atlantic Coast Line Railroad, the community of Sebring emerged as a novel tourist and golfing destination and was established as the seat of newly formed Highlands County in 1921. Cultural and technological advances have transformed the once-rural community into a thriving modern city that today retains its small-town atmosphere as the City on the Circle.
In 1911, Ohio entrepreneur George E. Sebring was drawn to the raw south-central Florida peninsular wilderness, known for bountiful fishing and game. After cofounding Sebring, Ohio, in 1898, he envisaged another eponymous town that would attract new residents to this largely unsettled area located 30 miles from the nearest railroad depot. The businessman purchased 9,000 acres on the shore of Lake Jackson, and his new town was designed and surveyed between October 1911 and April 1912. By virtue of its location along the Atlantic Coast Line Railroad, the community of Sebring emerged as a novel tourist and golfing destination and was established as the seat of newly formed Highlands County in 1921. Cultural and technological advances have transformed the once-rural community into a thriving modern city that today retains its small-town atmosphere as the City on the Circle.
A comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved. How a City Learned to Improve Its Schools tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors directly involved in Chicago’s education reform efforts, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to this transformation of the Chicago Public Schools. Beginning in 1987, Bryk and colleagues lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they describe how fundamental changes occurred at every level of schooling: enhancing classroom instruction; organizing more engaged and effective local school communities; strengthening the preparation, recruitment, and support of teachers and school leaders; and sustaining an ambitious evidence-based campaign to keep the public informed on the progress of key reform initiatives and the challenges still ahead. The power of this capacity building is validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. It also reveals the surprising yet essential role of Chicago's innovative information infrastructure in aligning disparate initiatives. In making clear how elements such as advocacy, civic capacity, improvement research, and strong democracy contributed to large-scale progress in the system's 600-plus schools, the book highlights the greater lessons that the Chicago story offers for system improvement overall.
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
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