Turning Schools Around: 40 Years and Still No Answers

Back in the early 1970s, when I was doing work toward teacher certification, one of the top problems under discussion was improving schools in poverty-stricken communities–especially among inner city schools. Forty years later, the discussions are still going on, with apparently no new answers. However, there are grants available to impoverished schools who are trying to make a difference. In all, I think this is a great idea. But I see no new answers coming for improving schools that are not receiving such grants, or that don’t have personnel still motivated to try new things.

This item appeared on the US DOE’s blog site today.


Are the continuing talks and federally funded grants going to help all our schools? Will the findings be generalizable to all impoverished schools? Or will the funding and research be chiefly applicable only to the schools receiving the grants?

Besides, how will we test overall improvement in the future?


Caring Schools Are a Worldwide Concern

Quality education is not only a concern of the United States. Great Britain, according to Secretary of Education Arne Duncan, has also suffered declines in recent years. Interestingly, as with certain schools in the United States that require more of students and support those expectations with caring, students in Great Britain’s Mossbourne Community Academy express feelings of being challenged and cared for by adults. Over 90 percent of Mossbourne’s students who take Britain’s national exam not only pass it, but receive the highest score rankings.

Read Duncan’s blog titled “Foreign Countries Find Common Challenges.”

Clearly, the education of our young has become a priority world-wide, and we are not alone in this quest.