Nellie Mae Education Foundation

Current school reform efforts, emphasizing data and accountability, have shed additional light on racial and income-based inequities in education. To tackle this achievement gap, the discrepancies in the nation's educational system must be examined within the context of the increasing economic demand for higher skill levels. The author asserts that the education system is not educating all students to the levels necessary to fulfill America's quest for international excellence. Demonstrating the inadequacies of the current educational system, this chapter draws from Murnane and Levy's research emphasizing a need for new basic skills. The author cites Murnane and Levy's finding that up to half of all graduates leave high school without the skills necessary to compete in today's economy. Students are not getting enough out of school to succeed in the workforce. These data prompt the author's support for out-of-school-time programs. An opportunity gap exists when it comes to how children from various socioeconomic backgrounds spend their out-of-school time. Children from disadvantaged families experience much less enrichment, further contributing to the achievement gap. Quality after-school programs-not just "more school"-can fill this void, providing the enrichment and academic support needed to gain the skills required to succeed in the modern workforce. The Nellie Mae Education Foundation's Critical Hours: Afterschool Programs and Educational Success confirms the need for out-of-school-time programs by showing the relationship between an effective after-school program and academic success. Ultimately the after-school movement will reduce educational inequality, allowing today's youth to contribute to America's international competitiveness.

This paper discusses the 21st century urban school superintendency, noting new challenges for urban superintendents. Currently, schools are much larger, media coverage is extensive, racial minorities settle most often in the city, and cities cope with vast social problems. School boards have an enormous effect on the success or failure of superintendents. The composition of school boards in many cities has changed significantly. In most urban districts, school boards are more diverse and representative of changed demographics. The old corporate paradigm of school board service is no longer operable in most urban school systems. One of the advantages of the earlier trusteeship boards was their interlocking political and economic connection with the city's power structure. Efforts were made to reconnect schools with the aforementioned power brokers with mixed success. A new politics of education preempted traditional school leadership, with business and political leaders increasingly pushing for standards and accountability measures. A new leadership model evolved with stronger mayoral involvement and employment of noneducators as superintendents. Urban school superintendents were held responsible for improving education. Cities are now rethinking the urban superintendency. Strategies used to improve urban school governance include increasing mayoral involvement; altering the selection and composition of school boards; appointing nontraditional superintendents; increasing involvement of business leaders; and creating new teaming arrangements. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. RETHINKING THE URBAN SCHOOL SUPERINTENDENCY: NONTRADITIONAL LEADERS AND NEW MODELS OF LEADERSHIP PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY HA). 0scicuA____ Insti.2_ftuy04. stu TO THE EDUCATIO AL S URCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. A paper presented at the 2003 Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 21, 2003 A condensation of a chapter found in American Educational Governance on Trial: 2003 Yearbook of the National Society for the Study of Education. BEET COPY MARLENE Michael D. Usdan Senior Fellow The Institute for Educational Leadership Joseph M. Cronin Senior Fellow Nellie Mae Educational Foundation