Abstract
The purpose of this research was to examine school reform at a local level. Our analysis centered on the impact that the Accelerated Schools model had on two inner-city elementary schools in New Orleans. Key to our interpretation was addressing prevalent social issues, including poverty, racism, and single-parent families, embedded in everyday life in urban communities. The findings illuminate the need to resolve racial, social, and ideological conflicts for school change to take root in inner-city schools.
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Mirón, L.F., St. John, E.P. & Davidson, B. Implementing School Restructuring in the Inner City. The Urban Review 30, 137–166 (1998). https://doi.org/10.1023/A:1023254012027
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DOI: https://doi.org/10.1023/A:1023254012027