November 1, 1995

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Vol. 15, Issue 09
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Although a majority of school administrators say the arts are a vital part of the public school curriculum, fewer than half the nation's high schools include them in graduation requirements, a federal survey has found.
Julie's mother called me the first day of last semester. At first, I thought she wanted to know why her daughter had received a D in my educational-foundations course the semester before. It took about 30 seconds for me to figure out that the point of the call wasn't to discuss Julie's performance, but for Mrs. James to call me names.
Almost from the beginning of the American republic, African-Americans have struggled for the right of self-determination and of full participation in the political, social, and economic life of the nation. No goal has been more important to this struggle than education.
After weeks of dramatic, often bitter, wrangling and bidding among the country's top three urban school districts, Amy Pomeroy, 38, an 11th-grade teacher of English at the inner-city McDonnell High School, signed on today with the Atlanta board of education to teach next year at a new school she herself will design and staff in South Atlanta.
In some upscale hotels over the registration desk, there are clocks showing times across the globe. The San Francisco clock shows 7 a.m., the one for New York says 10 a.m., London is at 2 p.m., and Tokyo, 11 p.m. Different time zones alert travelers seeking to contact clients or friends what time it is in the city they wish to call. There are such clocks for school reform also. They signal that what is said about reform, what is done, what actually occurs in classrooms, and what students learn operate on different time zones. But these school-reform clocks are hidden. Were they in public view, policymakers, administrators, practitioners, and researchers would see that the different time zones for school reform confirm that important changes in schooling have occurred and that the prevailing belief that most school reform fails is a myth.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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