What if, in 2020, a new generation of leaders ends the war in Iraq and turns its attention to pressing domestic issues eventually resulting in a healthier economy and renewed investments in the urban core? What if, in 2020, having tried and failed at the beginning of the 21st century to improve urban education with prescriptive, high stakes…

Lessons from the work of the eleven Urban Educator Corps member institutions are outlined. They include the necessity to create strong partnerships, foster university leadership and address a compelling local need. Successful initiatives build strong financial networks as well as connect the classroom with the community and with parents and…

The Academy for Educational Development (AED) sent a research team to the University of Dayton (UD) on November 5-7, 2008, to conduct interviews with individuals who played significant roles in the university's teacher preparation program (see Appendix A). These interviews, along with additional materials provided by UD and identified by the AED…

Faculty members pursue external grants to support educational initiatives, but must do so mindfully because grants inadvertently can undermine core instructional activities. To reach full leadership potential, faculty members should act as "street-level democrats," focused on the needs of students, teachers, and the communities served.…

In this introductory discussion to a collection of conference papers on urban education, the aims of the conference and the themes of individual papers presented are outlined. The importance of cooperation between the urban community, businesses, and agencies, on the one hand, and urban educational institutions, on the other, is stressed. (GC)

It is imperative for a successful program of technological development in urban education to understand the psycho-cultural system of the ghetto and to develop both software and hardware out of an understanding of this system, rather than to impose existing devices and techniques on it. In community-based "Learning Centers", all members of the…

A school district acts to make the resources of a large metropolitan area available to its high school students. (Author)

For several years children at Joyce Public School have been rewriting traditional stories from localized cultural and linguistic perspectives, creating innovative, individualized narrative forms with digital technology. Our experimental multiliteracies research project is a collaboration of school and university teachers and researchers following…

Presents design plans for the new South Arsenal Elementary School in Hartford, Connecticut, which includes plans for a high degree of community participation in its operation. Major features include multi-instructional areas, a gymnasium, and a life center building. (Author/DN)

The University-Urban Interface Program at the University of Pittsburgh is a program that has been in operation since 1969. The program had several goals at the outset dealing with (1) minority and community services; (2) campus development; (3) communications; (4) the long-range Pittsburgh goals project; and (5) university governance for community…

The Higher Education Center for Urban Studies (HECUS) was formed as a consortium in 1968 by 5 institutions of higher education located in or near Bridgeport, Connecticut. It has been involved mainly in urban research, community service, and in facilitating educational services for disadvantaged people. This report is a study made to determine…

A Boston (Massachusetts) school that is a symbol of the 1960s vision of a community resource still functions, despite financial problems and a changed community. (Author/MLF)

A new Sacramento State University Urban Teacher Education Center (UTEC) is located at Jedediah Smith Elementary School, a highly diverse urban school whose students come entirely from two federally subsidized housing complexes. This paper documents the integration of UTEC into the school and its community, including descriptions of the initial…

This study investigates community service programs for the disadvantaged at inner-city community colleges to construct a descriptive history of the various programs' origins, development, and essential components. Additional information was collected on (1) current program descriptions, (2) the programs' financial and physical resources, (3) their…