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School boards spend almost $500 billion in taxpayer-provided funds, they employ more than 6 million people, offering pensions and lifetime health benefits that have helped build the obligation that has put state governments in fiscal peril. This book lifts the veil of obscurity from school boards and makes readers think about the issues.
- Sales Rank: #4212467 in Books
- Published on: 2010-11-15
- Released on: 2010-11-15
- Original language: English
- Number of items: 1
- Dimensions: 9.00" h x .69" w x 6.00" l, 1.00 pounds
- Binding: Hardcover
- 229 pages
Review
"As the nation engages in the critical struggle to improve its schools, the local school board remains a neglected institution.Board members, however, remain critically important.This immensely readable volume by a school board member sheds much needed light on both the strengths and weaknesses of this uniquely American institution." - Jim Hunt, Governor of North Carolina (1977-1985, 1993-2001)
"Maeroff brings light and wisdom to understanding why school boards, a uniquely American institution, are both loved and hated; and what we can do to help them improve the education of our children." - Christopher T. Cross, former Assistant Secretary for Educational Research and Improvement, U.S. Department of Education and Chairman, Cross & Joftus, LLC
"A vitally important, cogently written analysis by an extremely knowledgeable author who is currently living his subject as a school board president (an all too rare reality among contemporary education policy experts )." - Michael D. Usdan, Senior Fellow, The Institute for Educational Leadership
"Gene Maeroff spins the reader through a whirlwind of education-reform debates, from accountability to teacher quality to funding - all through the eyes of the local school board. He provides case-study examples of successful school boards (like that of Denver Public Schools) and those that have been far less so (like that of Clayton County, GA) as well as scores of interesting data points. . . . In the end, though Maeroff acknowledges inherent and systemic flaws in school boards, he offers up reasonably mundane suggestions for righting them - including having appointed and not elected boards, and increasing professional development - leaving us still searching for the most viable governance arrangement for our schools." -Daniela Fairchild, Associate Editor and Policy Analyst, The Thomas B. Fordham Institute, from The Education Gadfly
About the Author
GENE I. MAEROFF Senior Fellow at the Hechinger Institute on Education and the Media at Teachers College, Columbia University, USA, where he was the founding director. He is also a former national education correspondent for the New York Times. He is the author of over a dozen books including The Guide to Suburban Public Schools, Team Building for School Change, School Smart Parent, Altered Destinies, and A Classroom of One.
Most helpful customer reviews
1 of 1 people found the following review helpful.
'In the first place, God made idiots. That was for practice. Then he made school boards.' Mark Twain
By Loyd Eskildson
The U.S. spends more than nearly every other nation on schools, but ranks average (reading) and below average (math). More of the taxes Americans pay to their states and localities go toward schools and colleges than anything else. Typically, no local body has control over so much money as the school board. Local school boards hold sway over 13,862 separate districts in America. Many other nations have national systems of education. While local school boards are often described as 'bulwarks of democracy' and providing 'more responsive and efficient' services, author Maeroff suspects that they've become as outmoded as the privately owned pharmacy on the corner. (This is becoming more logical with the growth of charters and private schools.) Yet, some are not troubled by the absence of expertise in educational matters among members of school boards.
Maeroff, a former New York Times reporter and founding director of TC's Hechinger Institute for Education and the Media, served on the Edison, New Jersey school board as a member and president. (Edison is New Jersey's 5th largest district.) He believes boards should be appointed (as they are for Arizona charter schools), not elected, and that board members should be provided with more opportunities to develop specific knowledge about education and public schools.
School board members in high-achieving Iowa districts were found to hold to higher standards for students and less likely to accept excuses for low achievement. They were more knowledgeable about teaching and learning issues and could cite specific examples of how goals were attained. High-achieving districts were more apt to use data to monitor student progress.
RAND found a 0.5 to 1% increase in average property values for each 1% increase in reading or math scores.
Many times the audience barely outnumbers board members and top staff assembled at the front of the room.
School boards tend to act compliantly on matters of curriculum and instruction, performing a pantomime of local control in the tacit name of democracy. Maeroff wonders how many board members take the time to examine those books and curriculum materials.
Do local school boards make public schools more responsive to the populace? Maeroff doubts it. Many teacher union leaders contend that a board member has no legal authority to watch teachers - thus, when combined with the fact that most members have no such interest and competency has made classroom instruction invisible to members of most school boards.
Standards differ by classroom, school, district, and state, per Tom Vander Ark, former head of the education program at the Gates Foundation from 1999-2006. 'Most teachers in America still pretty much teach whatever they want.' According to 'The Proficiency Illusion' from the Fordham Foundation, proficiency varies from the 6th percentile to the 77th. 'Schools may get an award from their state for high performance, and under federal guidelines they may be targeted for closure for low performance,' he added. 'This happens in California.
Local control also keeps education from attracting the R&D that drives progress, because scale benefits are absent. None of the some 15,000 curriculum departments in America (one in each district) can afford to invest in deeply understanding what works best. Board members routinely spend their time on minor matters - eg. bus routes. Local control also essentially surrenders power to the teachers' unions - school boards are outmatched, if not in the unions' pockets. Only by transcending local control can we create genuine autonomy for our schools.
2 of 3 people found the following review helpful.
Excellent Book for Those Truly Interested in Improving Public School Performance
By Daniel Solomon
Too little attention is paid to the responsibility of school boards for the poor performance of public schools. This book fills that gap. It's clearly written and uses interesting stories from around the country to illustrate important points.
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