A Perspective on a Framework for Reforming Urban Schools in the United States of America
 
Abstract
An ever growing thirst for a framework that supports a flexible environment in which the schools and school districts are protected within a zone that recognizes school reform is everyone’s business. Moreover, the teacher’s role as a leader in her classroom and among her peers must become a part of the search for a culture of success. This article offers a reformist perspective to the school reform efforts where alternative models to address the expectations of Title I must be considered. Borrowing from Garrison Keillor satire of the possibility of a successful school district, the author offers a discussion on school reform efforts components and concludes with the observation that school districts with a profile of Lake Wobegon do not exit. To that end, the more appropriate approach to school reform is a discovery of common standards that will be precisely promulgated through federal and state policies that buy into a place of recognizing and rewarding effective and successful teaching.
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