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Rating: 
Summary: Conservative dribble
Review: As an educator in a high poverty, low performing school I agree with many of the points brought out in this book. Unfortunately, this Heritage Foundation work (i.e. extreme right wing, ultra-conservative) comes off as solely pushing a pro-voucher, anti-public school agenda. Most of the schools listed in the book are public schools that have turned the situation around and I know personally one of the principals. The book is extremely critical of teacher education programs in our colleges and universities and advocates the direct instruction, anti-whole language, anti-person centered classrooms that almost all extreme conservative educators and think tanks rally around these days. Another interesting point to note in this book is that of the 21 schools listed only 2 are high schools. It has been my personal observation that it is easier to turn around an elementary or middle school than it is a high school because of the age factor and decreased parental involvement as students progress through the system. The impact of No Child Left Behind has not been seriously examined and the schools that will suffer most are the types described in this book. Should we really expect a special education student with a 62 IQ to perform on grade level or a student that has just come from Mexico to be proficient in English in one year? The book was published before this ridiculous legislation was passed but the author and the foundation he represents is more than willing to privatize public education through vouchers and charter schools. If you are an educator you are probably more than aware of the multitude of factors that contribute to the success of a child in the educational setting- parental involvement, enriched home environments, community support, effective teaching strategies, supportive administrators, etc.. What concerns me is that the average person will read this book and come away with a very warped and unrealistic perspective of what is possible or even probable in the urban teaching environment. Overall, this book lists several good points that EVERY school should implement but I could have surely done without the extreme conservative agenda the book's author rams down your throat. Perhaps the NEA or a progressive educational teacher training university should publish a book with their agenda refuting this research and ideaology point for point- I am sure there would be plenty they would agree with and disagree with in this book.
Rating: 
Summary: Passionate Intensity
Review: If there's any book that works like a coach in a locker room giving a half-time pep talk, this is it. The tone is inspirational and invigorating and Carter identifies several important points that educators need to tune into in order to be better teachers. Yet....Yet there is something bothering me. For all the important emphasis on teacher and administrator improvement (a priori knowledge in recent educational debates), there is a heavy reliance on standards. Listen: No teacher is opposed to standards. It would be tantamount to saying I am against breathing. But just what those standards are and who sets them and who measures them--that is the debate. Maybe it is the emphasis that Carter places on the importance of Direct Instruction as an instructional method that bothers me. DI has been widely advocated in educational certification programs as the standard modus operendi for classrooms instruction and it relies heavily on behavoralistic methods of learning: skill and drill, frequent assessments, highly scripted teacher stimuli and highly structure student response. Carter says that we have built too much into studying how children learn and forgotten to teach them. While this is catchy, I disagree: we must be cognizant of our students abilities when instructing them. It reminds me of one of my favorite teacher jokes. Did you hear about the teacher that went home and taught his dog how to whistle? ....No? She didn't learn, but he taught him. But I still endorse this book. The 21 different schools are important for someone looking for other schools that have gone ahead with reform programs and that may be beneficial.
Rating:
Summary: Passionate Intensity
Review: If there's any book that works like a coach in a locker room giving a half-time pep talk, this is it. The tone is inspirational and invigorating and Carter identifies several important points that educators need to tune into in order to be better teachers. Yet.... Yet there is something bothering me. For all the important emphasis on teacher and administrator improvement (a priori knowledge in recent educational debates), there is a heavy reliance on standards. Listen: No teacher is opposed to standards. It would be tantamount to saying I am against breathing. But just what those standards are and who sets them and who measures them--that is the debate. Maybe it is the emphasis that Carter places on the importance of Direct Instruction as an instructional method that bothers me. DI has been widely advocated in educational certification programs as the standard modus operendi for classrooms instruction and it relies heavily on behavoralistic methods of learning: skill and drill, frequent assessments, highly scripted teacher stimuli and highly structure student response. Carter says that we have built too much into studying how children learn and forgotten to teach them. While this is catchy, I disagree: we must be cognizant of our students abilities when instructing them. It reminds me of one of my favorite teacher jokes. Did you hear about the teacher that went home and taught his dog how to whistle? ....No? She didn't learn, but he taught him. But I still endorse this book. The 21 different schools are important for someone looking for other schools that have gone ahead with reform programs and that may be beneficial.
Rating:
Summary: The good, the bad, and the ugly, or tough love?
Review: Samuel Casey Carter strongly asserts in his introduction "America's public schools have utterly failed the poor" (p. 7). The book is meant to prove that there are no excuses for the under educating of poor children and assures the reader that the success stories therein are replicable anywhere. Carter lists seven common traits these schools share, then delineates five effective practices essential to their success, followed by an abstract of each school. Although Carter attempts to persuade, the reader may find herself taken aback and even offended at some of the quotes and concepts. For example, in the discussion of effective practices in regards to teachers, Carter says, "Above all else, high-performing schools use the hiring and firing of staff to communicate the ideals of their mission" (p. 22). Once past the initial distaste caused by such critical comments, there is much to be gained by close examination of this book. As a teacher in one of the highest-populated, highest-poverty level areas of the country, this reader's emotions, hopes, and dreams ran the entire gamut of possible reactions through the entire book. The author brings many positive ideas to light. It can be appreciated that the schools studied range in philosophical and political beliefs, yet share the commonality of a focused curriculum. While most of them use back-to-basics type curriculums, there are a few that are more developmentally based. Measurable goals, teamed with regular assessment, is another important way these schools find weaknesses that need addressed, whether being applied to students or teaching practices. Family involvement is another strength of these schools. Responsibility for learning lies with the students. Teamwork, meaningful staff development, and shared vision are additional hallmarks of high-performing, high-poverty schools. These, coupled with material support from their principals sets teachers up for success. While this reader was looking for inspiration and direction, it was definately found, but not without an accompanying sense of discouragement. It must be noted that the strong points of each school have been successful because they were implemented in a school-wide manner. One could point out greats such as Jaime Escalante and claim that similar success could occur for an individual teacher. In actuality, the only way for a single teacher, or a single school to replicate such amazing success is to have the support and freedom it takes to make a difference, or to take the freedom at risk of whatever repercussions might come. Is it realistic to assume that any school can replicate these results? Until school boards turn a little of the control over to local schools and principals, it seems doubtful. Nevertheless, the gauntlet has been thrown down. "Our children come to school facing a lot of challenges. But it's our job to make those challenges bring out their best," (Patsy Burks, Owen Elementary, Michigan, p. 68).
Rating: 
Summary: No Excuses
Review: The book is outstanding and very inspiring. A must read for any teacher.
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