By James Comer
The call-to-arms to “leave no baby at the back of” in the USA has develop into popularly linked to the Bush administration’s schooling plan—a plan that really diverges tremendously from the beliefs of the Children’s safety Fund, which originated the concept that. the following, in a daring and fascinating new ebook, Dr. James Comer reclaims this now-famous exhortation as a device for confident and substantive change.Far faraway from the federal government’s concentrate on standardized trying out because the panacea for our instructional ills, Dr. Comer’s argument—drawn from his personal reviews because the writer of the varsity improvement Program—urges lecturers, policymakers, and oldsters alike to paintings towards making a new form of tuition environment.In so doing, Dr. Comer reignites a very important debate as he info the evolution and lots of successes of his tuition improvement application on account that its inception thirty-five years in the past, and he illustrates how his version for switch has confirmed powerful in public faculties in the course of the state. most vital, he bargains facts that scholars from all backgrounds can study at a excessive point, undertake optimistic behavioral attitudes, and get ready for a satisfying grownup existence, in the event that they study in faculties that offer sufficient aid for his or her whole development--schools that recognize that leaving no baby at the back of could be even more than simply a handy political slogan.
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Sample text
They do stories where you can blame somebody, especially the teachers, or find somebody abusing a child. The media really tries to serve their own interest. Anything negative about Detroit sells. The governor and politicians are pushing charter schools and private schools. They don’t focus on the whole child. And if you don’t focus on the whole child, then all that you do instructionally falls apart. If they would spend as much money on supporting the work of good public schools as they spend on charter schools and research, they’d get better outcomes.
The research being done struck me as more useful to the researchers than to the cities and people being studied. I was frustrated, unhappy, and looking for an opportunity to address race relations, child development, and education issues in a hands-on research and problem-solving way—through action research. Right Church, Wrong Pew 19 The late Dr. Albert Solnit, then the director of the Child Study Center at Yale, contacted me. He asked me to direct a Ford Foundation–supported program in two elementary schools in the inner city of New Haven, Connecticut.
If they would spend as much money on supporting the work of good public schools as they spend on charter schools and research, they’d get better outcomes. I don’t think the media or politicians want to see success in the inner city, and it’s endemic in the society. The suburban schools are no better. I live in a suburban town, and I see it. They do not give good emotional support to the children. They are not welcoming to the parents. I know they have a drug problem out there just as here in Detroit.
