David K. Cohen

An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform. School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O’Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform. With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular.

An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform. School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O’Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform. With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular.

Metropolitanization and Public Services is third in a series on the governance of metropolitan regions which aims to explore the welfare and development of Metropolitan America. Originally published in 1972, this study discusses who decides which essential public services need to be provided within a metropolitan area by looking at political reform as well as presenting ideas on functional efficiency, costs and benefits and the effectiveness of the political process. This title will be of interest to students of environmental studies.

Metropolitanization and Public Services is third in a series on the governance of metropolitan regions which aims to explore the welfare and development of Metropolitan America. Originally published in 1972, this study discusses who decides which essential public services need to be provided within a metropolitan area by looking at political reform as well as presenting ideas on functional efficiency, costs and benefits and the effectiveness of the political process. This title will be of interest to students of environmental studies.

One of the great challenges now facing education reformers in the United States is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. Various programs have tried to do that, but only a few have succeeded. Improvement by Design looks at three different programs, seeking to understand why two of them - America's Choice and Success for All - worked, and why the third - Accelerated Schools Project - did not. The authors identify four critical puzzles that the successful programs were able to solve: design, implementation, improvement, and sustainability. Pinpointing the specific solutions that clearly improved instruction, they identify the key elements that all successful reform programs share. Offering urgently needed guidance for state and local school systems as they attempt to respond to future reform proposals, Improvement by Design gets America one step closer to truly successful education systems.

One of the great challenges now facing education reformers in the United States is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. Various programs have tried to do that, but only a few have succeeded. Improvement by Design looks at three different programs, seeking to understand why two of them - America's Choice and Success for All - worked, and why the third-Accelerated Schools Project - did not. The authors identify four critical puzzles that the successful programs were able to solve: design, implementation, improvement, and sustainability. Pinpointing the specific solutions that clearly improved instruction, they identify the key elements that all successful reform programs share. Offering urgently needed guidance for state and local school systems as they attempt to respond to future reform proposals, Improvement by Design gets America one step closer to truly successful education systems.

Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work? In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job. The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U. S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

American schools have always been locally created and controlled. But ever since the Title I program in 1965 appropriated nearly one billion dollars for public schools, federal money and programs have been influencing every school in America. What has been accomplished in this extraordinary assertion of federal influence? What hasn’t? Why not? With incisive clarity and wit, David K. Cohen and Susan L. Moffitt argue that enormous gaps existed between policies and programs and the real-world practices that they attempted to change. Learning and teaching are complicated and mysterious. So the means to achieve admirable goals are uncertain, and difficult to develop and sustain, particularly when teachers get little help to cope with the blizzard of new programs, new slogans, new tests, and new rules. Ironically, as the authors observe, the least experienced and least well-trained teachers are often in the most needy schools, so federal support “is compromised by the inequality it is intended to ameliorate.” If new policies and programs don’t include means to create the capability they require, they cannot succeed. We don’t know what we need to enable states, school systems, schools, teachers, and students to use the resources that programs offer. The trouble with standards-based reform is that standards and tests still don’t teach you how to teach.

Education reformers and policymakers argue that improved students’ learning requires stronger academic standards, stiffer state tests, and accountability for students’ scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade’s detailed study of California’s ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve. It offers useful advice for practitioners and policymakers seeking to improve education, and to analysts seeking to understand it.

Leading experts on teaching and policy research provide concrete illustrations of what teaching for understanding entails.