School reforms abound today, yet even the boldest and most imaginative among them have produced—at best—marginal gains in student achievement. What America needs in the twenty-first century is a far more profound version of education reform. Instead of shoveling yet more policies, programs, and practices into our current system, we must deepen our understanding of the obstacles to reform that are posed by existing structures, governance arrangements, and power relationships. Yet few education reformers—or public officials—have been willing to delve into this touchy territory.
The Thomas B. Fordham Institute and the Center for American Progress have teamed up to tackle these tough issues and ask how our mostly nineteenth-century system of K-12 governance might be modernized and made more receptive to the innumerable changes that have occurred—and need to occur—in the education realm. We have commissioned fifteen first-rate analysts to probe the structural impediments to school reform and to offer provocative alternatives.
Join us for an all-day conference on December 1, 2011 as these distinguished scholars—joined by a cast of forward-thinkers—present their draft papers and probe the implications for governance reform. For the full conference schedule, author bios, and an introduction to Fordham’s and CAP’s overall work-plan in this realm visit our website.
Session I: Challenges Moderator: Paul Manna, associate professor, College of William and Mary | |
 Rethinking Education Governance for the 21st Century |
