Awbrey, David S.  A journalist’s education in the classroom:  the challenge of school reform.  Rowman & Littlefield, 2011.  139p afp; ISBN 9781607097150 e-book, $24.95; ISBN 9781607097136, $24.95.  Outstanding Title! Reviewed in 2011sep CHOICE.
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This is one of the best books on educational reform that has been published in the last ten years. Awbrey, a former journalist, decided late in life that what he really wanted to do was to become a history teacher. He earned his teaching certificate and began teaching in a middle school in Springfield, Missouri. His book details the day-to-day ordeals faced by anyone attempting to teach low-income, overstimulated, and undermotivated adolescents in subjects such as medieval Europe, Charlemagne, and the Renaissance. He comes to the conclusion early in his book that what is missing from US education is subject content, particularly the study of the liberal arts. He notes, like many other observers of education, that when all that is assessed by the high-stakes testing required by No Child Left Behind is reading and math, then all that will be taught is reading and math, thus omitting those academic subjects that more or less define what “being educated” is all about. An excellent, easy-to-read, entertaining book. It should be required reading for all school board members nationwide. Summing Up: Highly recommended. General readers; upper-division undergraduate students and above. – J. D. Neal, University of Central Missouri

Drew, David E.  STEM the tide: reforming science, technology, engineering, and math education in America.  Johns Hopkins, 2011.  242p index afp; ISBN 1-4214-0094-4, $35.00; ISBN 9781421400945, $35.00.  Reviewed in 2012feb CHOICE.
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STEM, an acronym familiar to those in science education, represents the fields of science, technology, engineering, and math. Ever since Sputnik’s launch in the 1950s, the US has attempted to enrich the science awareness of the public and to direct students to enter these fields. As technology increasingly invades the environment and controls everyone’s lives, it becomes ever more urgent that more of today’s youth be competent in these disciplines to ensure the future as a global economic power. Education professor Drew (Claremont Graduate Univ.; Aptitude Revisited, CH, Jan’97, 34-2873) points out that science education in this country is a catastrophe. While describing the disastrous deficiencies of US science education, the author is nonetheless optimistic that various reforms can reverse the current mediocrity. To promote positive change in the system, Drew elicits eight solutions and describes successful programs here and abroad. For example, better-trained teachers are essential for information transmission; students should have higher expectations; role models and mentors must serve as exemplars; quality leadership is critical; and access to college should be an aspired goal. The well-researched arguments are enthusiastically presented, and the book heralds another call for the renovation and enhancement of a vital part of the curriculum. Summing Up: Highly recommended. All academic, professional, and general readers. — R. A. Hoots, emeritus, Sacramento City College

Encyclopedia of educational reform and dissent, ed. by Thomas C. Hunt et al.  Sage Publications, CA, 2010.  2v bibl index; ISBN 9781412956642, $315.00. Reviewed in 2010aug CHOICE.
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This two-volume encyclopedia chronicles the history of American education through the lens of both reform and dissent. Hunt (Univ. of Dayton) and his co-editors begin with a well-written introduction and historical time line that contextualize the movements and people described in the work. A reader’s guide collocates entries in terms of theme. The entries are arranged alphabetically and include such topics as court cases, professional and nonprofit organizations, movements, historical events, theories, types of schools, and biographies. Over 200 scholars contributed more than 400 entries. Entries are thorough and vary in length. Bibliographies are always included. One of the encyclopedia’s strengths is coverage of religion and religious education. No other reference book has the exact focus of this one, although some topics are covered more thoroughly in Standards and Schooling in the United States: An Encyclopedia, ed. by J. L. Kincheloe and D. Weil (CH, Jul’02, 39-6566) or, with much less detail, in H. G. Unger’s Encyclopedia of American Education (3rd ed., CH, Jan’08, 45-2396). Summing Up: Recommended. Lower- and upper-level undergraduates, graduate students, and general readers. – S. R. Rosenblatt, California State University—Fullerton

Franklin, Barry M.  Curriculum, community, and urban school reform.  Palgrave Macmillan, 2010.  254p index; ISBN 9780230612341, $95.00.  Outstanding Title! Reviewed in 2010nov CHOICE.
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Franklin (Utah State Univ.) assembles a tight mosaic of “policy narratives” in his historical and contemporary case-study approach to important educational and social issues. He brings sharp critical lenses and extensive research to a formidable task, clarifying complex questions in the process. His interpretive and analytical coverage of the last half century of urban school “reform” illuminates deeply rooted racial conflict, the possibilities and pitfalls in public-private partnerships, and the promise and uncertainty inherent in globalization and cosmopolitanism. Above all, Franklin is passionate about community and how it can be built in more inclusive ways. Franklin discusses compensatory education, mayoral takeovers, community control, educational partnerships, and smaller learning communities in places such as New York, Detroit, Minneapolis, and Great Britain. These case studies help readers to more fully grasp political tensions and thus prepare them to search for firmer common ground in troubled times. Summing Up: Highly recommended. Upper-division undergraduate, graduate, and research collections. — J. L. DeVitis, Old Dominion University

Friedman, Ian C.  Education reform.  Rev. ed.  Facts On File, 2011.  264p bibl index afp; ISBN 9780816082384, $45.00. Reviewed in 2011jul CHOICE.
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Since the original edition of this volume in the “Library in a Book” series was published in 2004, additional political and legal issues have continued to alter the education landscape. This work addresses some of these issues while continuing to incorporate relevant history and significant documents. The volume is divided into three parts: “Overview of the Topic,” “Guide to Further Research,” and “Appendices.” Independent scholar Friedman incorporates influential decisions, papers, reform initiatives, and statistics into this work’s narrative, chronology, and annotated bibliography. He pays particular attention to the impact of the Elementary and Secondary Education Act (No Child Left Behind) and to the growth of charter schools. This volume’s length and readability make it a useful starting point and guide to further information for users wanting to trace some of the major issues in school reform in the US. Summing Up: Recommended. Lower-level undergraduates through professionals/practitioners; general readers. — L. L. Scarth, independent scholar

Garrison, Mark J.  A measure of failure: the political origins of standardized testing.  SUNY Press, 2009.  140p bibl index afp; ISBN 9781438427782  pbk, $19.95; ISBN 9781438427775, $60.00.  Outstanding Title! Reviewed in 2010jun CHOICE.
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Garrison’s analysis of the political origins and impact of standardized tests provides an important look at their current use and misuse. Garrison (D’Youville College) claims these tests are not mainly about improving education, but about controlling it, and he calls for reconsidering the nature and purpose of standardized tests. They establish vertical classifications–rankings that result in favoring particular social abilities. They conceal and justify establishing the social values that legitimize social inequalities. The standards to be met reflect the particular political values of those who lead reform. Garrison suggests testing has failed in its attempt to “close the achievement gap” and provide opportunities for minorities. The standards movement, exemplified in No Child Left Behind (NCLB) has “left behind” more children and resulted in more dropouts and a narrowing of school curriculum. NCLB can be justifiably seen as an attack on public schools that emphasizes their failure. Alternatives to standardized testing are crucially needed. One suggestion is to replace their basic assumptions by incorporating Howard Gardner’s multiple intelligences so that a broader range of human abilities and achievement can be considered. Here is an important book worthy of careful consideration. Summing Up: Highly recommended. All readership levels. – R. Roth, emerita, Rockhurst University

Ginsberg, Alice E.  Embracing risk in urban education: curiosity, creativity, and courage in the era of “no excuses” and relay race reform.  Rowman & Littlefield, 2012. 149p bibl index; ISBN 9781607099482, $40.00; ISBN 9781607099499 pbk, $21.95; ISBN 9781607099505 e-book, contact publisher for price  Reviewed in 2012sep CHOICE.
50-0416 LC4093 CIP

Public schools in the US have long operated as sorting machines channeling students to serve the needs of capital and so-called national interests. Ginsberg deconstructs the rhetoric of contemporary test-driven school reform, with a specific emphasis on the concept of “at risk.” The premise is statistics that identify entire cultures as “at risk” are powerful stories not simply of low expectations, cultural deprivations, and individual laziness, but of political capital, misused power, and unjustly distributed resources. Ginsberg provides a powerful analysis of how the policies that supposedly promote meritocracy, personal responsibility, and individual achievement also contain strong components of separating, sorting, marginalizing, and punishing students, particularly those from communities considered “at risk” and who refuse to conform to the status quo. Unlike many ideologically similar critics of public schools, Ginsberg presents a hopeful message through case studies of four urban schools that illustrate more meaningful and sustainable ways for students to learn. These schools embrace risk in that they are unafraid of challenging the status quo of teaching and learning by cultivating spaces where students can question how and why certain knowledge is validated, marginalized, or dismissed. Summing Up: Essential. All readership levels. — E. W. Ross, University of British Columbia

Hayes, William.  What’s ahead in education?: an analysis of the policies of the Obama administration.  Rowman & Littlefield, 2010.  171p index afp; ISBN 9781607096795, $55.00; ISBN 9781607096801  pbk, $24.95; ISBN 9781607096818 e-book, $24.95. Reviewed in 2011oct CHOICE.
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The major purpose of this book appears to be identifying the key factors that influenced the educational philosophy of the 44th president of the US and the effects of his philosophy on major policy initiatives. Hayes discusses major educational policy initiatives, such as Race to the Top and the reauthorization of the No Child Left Behind Act, in this context. He provides an overview of President Obama’s early years in school as well the beginning of his career in politics. Hayes also examines Obama’s record thus far and suggests that his future educational agenda will reflect his strong commitment to the improvement of schools and colleges. This book is interesting and informative, especially for those interested in the field of education. It is important to remember that the author’s assumptions regarding Obama’s educational philosophy are tied to his own subjective interpretation. Nevertheless, the book is recommended to a wide audience. Summing Up: Recommended. All readership levels. — J. C. Agnew-Tally, Missouri State University

Hess, Frederick M.  The same thing over and over: how school reformers get stuck in yesterday’s ideas.  Harvard, 2010.  286p bibl index afp; ISBN 0-674-05582-9, $27.95; ISBN 9780674055827, $27.95. Reviewed in 2011jul CHOICE.
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Hess (American Enterprise Institute) takes on virtually every convention of K-12 schooling, including grouping students in age-defined classrooms taught by teachers prepared in traditional schools of education and remunerated in highly standardized ways over long-term careers. He concludes that the current system of K-12 education is wholly inappropriate for the 21st century and argues that the system can probably not be improved to any significant degree by contemporary reforms such as experiments in merit pay, school-based decision making, and/or mayoral control. Hess is no centrist and has little interest in compromise. Rather, he argues for a transformational reform in which new models replace, not modify, K-12 practices. He supports extended school days only if what occurs in schools radically changes from present practices. He makes a bold but controversial argument that educators need to be honest about the distribution of academic ability. Not all students, he argues, can achieve all subjects at high levels. This is a very-well-done book with rich descriptions of contemporary efforts at school reform and some initial suggestions about the paths toward transformative change. Summing Up: Recommended. Lower-division undergraduates and above. — S. H. Minner, Truman State University

Kwalwasser, Harold.  Renewal: remaking America’s schools for the twenty-first century.  Rowman & Littlefield Education, 2012. 325p index afp; ISBN 9781610486873, $75.00; ISBN 9781610486880 pbk, $29.95; ISBN 9781610486897 e-book, $36.99. Reviewed in 2012oct CHOICE
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This is probably one of the best books on education reform that this reviewer has read over the last decade.  Instead of making grandiose claims about what will work and what will not mainly in terms of gut feelings and intuitions, Kwalwasser (formerly, general counsel, Los Angeles Unified School District) assembled a series of reflections gleaned from conversations with actual practitioners, from superintendents and principals to teachers, students, and parents–conversations with people who embody success in public education.  The research is very good, encompassing pertinent literature from leading authorities in education.  Reading the book is remarkably like sitting down with the author over a cup of coffee and discussing “common sense in education.”  He makes specific recommendations about how school districts should hire leaders and teachers, interact with school boards, and motivate students and teachers to do their best at all times.  Politics, finance, legal issues, and accountability are covered in a most readable manner.  The book is organized into manageable segments, so readers will not get bored quickly with any one subject.  This is recommended reading for anyone involved in making decisions for the good of schools and children.  Summing Up: Highly recommended.  Upper-division undergraduates and above. — J. D. Neal,  University of Central Missouri

Koyama, Jill P.  Making failure pay: for-profit tutoring, high-stakes testing, and public schools.  Chicago, 2010.  179p bibl index afp; ISBN 9780226451732, $65.00; ISBN 9780226451749  pbk, $22.00. Reviewed in 2011may CHOICE.
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Following a three-year study of the New York City public schools, Koyama (Univ. at Buffalo) offers readers a view into a hitherto unseen aspect of the controversial No Child Left Behind Act: the mandate that public schools identified as failing contract with supplemental educational service (SES) providers, most of whom are for-profit and whose contracts are funded with public monies. While the book is engaging, its results are highly disturbing, as it reveals the degree to which SES providers are unaccountable and ineffective. Yet the provision of SES remains extremely profitable for many large corporations. Koyama acquires firsthand knowledge of how federal policy unfolds in practice, how companies secure contracts to provide various after-school programs, how they view success and failure, how they construct failure to serve their financial interests, and how they neglect the real needs of schools. The book is unique due to the subject of investigation, and because it studies education policy by focusing on studying how legal requirements are enacted and negotiated by actors at the level of the school and the school district. It is a must read for both general audiences and students of education policy. Summing Up: Essential. General readers; upper-division undergraduate students and above. — M. J. Garrison, D’Youville College

McDermott, Kathryn A.  High-stakes reform: the politics of educational accountability.  Georgetown University, 2011.  223p bibl index afp; ISBN 9781589017672  pbk, $29.95. Reviewed in 2012apr CHOICE.
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McDermott (education and public policy, Univ. of Massachusetts, Amherst) wades into the morass of education politics and produces an outstanding examination of the consequences of standards-based reform. American public education today is caught on the horns of a dilemma. On one side, many observers are disappointed with the output coming from the nation’s public schools. Business leaders and employers deplore the lack of occupational readiness demonstrated by many graduates. Vital skills such as reading comprehension, effective writing, and critical thinking seem to be inconsistent at best. On the other side, efforts to hold schools and teachers accountable for educational outcomes often seem to be counterproductive. Content-based testing has led to teachers simply “teaching to the test,” neglecting other potentially important aspects of education, and enforcing a one-size-fits-all approach. McDermott’s meritorious contribution is to catalog the political and the educational effects of the current accountability regime. Most insightfully, she traces the current demand for accountability to Americans’ insatiable appetite for equality, a theme in public education debates from Brown v. Board of Education through No Child Left Behind. McDermott’s account is thorough, balanced, and provocative–a worthy addition to the field. Summing Up: Recommended. Upper-division undergraduate and graduate collections. — R. D. Stacey, Houston Baptist University

Ravitch, Diane.  The death and life of the great American school system: how testing and choice are undermining education.  Basic Books, 2010.  283p index afp; ISBN 0-465-01491-7 , $26.95; ISBN 9780465014910, $26.95. Reviewed in 2011nov CHOICE.
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What is most significant about this book is not the argument it makes, but who makes the argument. Ravitch is a noted education historian and school reformer, and was until recently a vocal and influential proponent of charter schools and high-stakes testing. She was a leader in advocating for No Child Left Behind, one of the key policies she critiques in this volume. Once feared by teachers’ unions, she now operates as a regular keynoter and spokesperson for organized teachers. There are dozens if not hundreds of volumes that mirror (and precede) Ravitch’s criticisms of high-stakes testing and charter schools (e.g., Sharon Nichols and David Berliner, Collateral Damage, CH, Oct’08, 46-1032; Jack Buckley and Mark Schneider, Charter Schools, CH Dec’07, 45-2159), although few are as well written. The relatively unusual argument made by Ravitch is that the “standards movement” of the 1980s-90s (including her advocacy for a national curriculum) was “hijacked” and transformed into the “testing movement” by the turn of the new century. More important as a historical artifact in the changing political fault lines of education reform than as a contribution to the field, the book is nonetheless a must for education-oriented collections and recommended for general collections. Summing Up: Recommended. All readership levels. — M. J. Garrison, D’Youville College

Vinovskis, Maris A.  From A Nation at Risk to No Child Left Behind: national education goals and the creation of federal education policy.  Teachers College Press, 2009.  297p bibl index afp; ISBN 9780807749227  pbk, $45.95.  Outstanding Title! Reviewed in 2010may CHOICE.
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Vinovskis (history, Univ. of Michigan) traces the role of the federal government in recent K-12 education policies–A Nation at Risk, the establishment and implementation of national education goals, the Goals 2000 program, reauthorization of the Elementary and Secondary Education Act (No Child Left Behind), and others–particularly those related to compensatory education. Vinovskis has extensive experience in the US Department of Education under former presidents George H. W. Bush and Bill Clinton. He has written a thorough but very accessible book that will be of great interest to scholars and students of educational policy, as well as a wonderful resource for policy makers interested in tracing the history of policy debates from their origins to their contemporary manifestations. The author’s personal experiences with and reflections on many policy initiatives make this book a lively, engaging read uncharacteristic of work in this area. In addition to the historical perspectives, Vinovskis concludes with an interesting chapter examining the role of demographic, economic, and social trends in federal education policies and how these trends may influence policy in the future. Carefully researched with extensive references. Summing Up: Highly recommended. Upper-division undergraduate, graduate, and research collections. — S. H. Minner, Truman State University

Editor’s note: The following pertinent title will be reviewed in a forthcoming issue:

Leiding, Darlene. Winds of change: declaring war on education. Rowman & Littlefield, 2012. 120p bibl afp ISBN 9781610488211, $60.00; ISBN 9781610488228 pbk, $24.95

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