Leveraging Resources for Student Success: How School Leaders Build Equity

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Overview

This user-friendly guide presents practical solutions for ensuring quality education for all students, regardless of socioeconomic status and cultural heritage.

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Editorial Reviews

Lee Mahon
"Here is a book that challenges educators to put aside outmoded images of what is unlikely to push education far or fast enough to make a difference. Underlying each chapter is the belief and the 'how to' that allows for the development of a community culture that matches the changing condition of a changing society and student success. "
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Product Details

  • ISBN-13: 9780761945451
  • Publisher: SAGE Publications
  • Publication date: 9/24/2002
  • Pages: 120

Meet the Author

Dr. Mary Ann Burke is an adjunct lecturer in systematic planning and grantwriting for the School of Education at California State University, Sacramento. She is also an Adjunct Assistant Professor in the Rossier School of Education at the University of Southern California specializing in resource development for education. Dr. Burke has provided administrative program development, grantwriting assistance, and assessment support to various Los Angeles County urban school districts, charter schools, and community-based organizations. During the last 3 years, she has assisted various school districts and community agencies in securing over 100 million dollars in educational and social service program and community development grant funding.

Dr. Burke is the former Director-Grantwriter for Compton Unified School District. She was also the initial director of the Community Partnership Coalition VISTA Project sponsored by Fenton Avenue Charter School. The project recruits and trains parents and community volunteers to serve as mentors and tutors in the classroom. She is co-author of Recruiting Volunteers, Creative Fundraising, Developing Community-Empowered Schools, Leveraging Resources for Student Success: How School Leaders Build Equity, and the author of Simplified Grantwriting.

Lawrence O. Picus is professor of education finance and policy at the Rossier School of Education at the University of Southern California. His current research interests focus on adequacy and equity in school finance as well as efficiency and productivity in the provision of educational programs for K-12 school children. Picus is past president of the Association for Education Finance and Policy (AEFP) and is the president of the board of Ed Source, a California-based education research organization. Picus is the coauthor of School Finance: A Policy Perspective (5th edition) with Allan R. Odden. He has authored, coauthored, or edited several other books including Where Does the Money Go? Resource
Allocation in Elementary and Secondary Schools (1995), In Search of More Productive Schools: A Guide to Resource Allocation in Education (2001), Developing Community-Empowered Schools (2001) coauthored with Mary Ann Burke, and Principles of School Business Administration (1995) with R. Craig Wood, David Thompson, and Don I. Tharpe. He has also published numerous articles in professional journals. Picus studies how educational resources are allocated and used in schools across the United States. He has conducted studies of the impact of incentives on school district performance. Picus maintains close contact with the superintendents and chief business officers of school districts throughout California and the nation and is a member of a number of professional organizations dedicated to improving school district management. He is a former member of the Editorial Advisory Committee of the Association of School Business Officials International, and he has served as a consultant to the National Education Association, American Federation of Teachers, the National Center for Education Statistics, and West Ed. He served as the principal consultant for the design of school funding systems in Wyoming and Arkansas and has conducted equity, adequacy, and resource allocation studies in Arizona, Arkansas, Washington, Vermont, Oregon, South Carolina, Louisiana, Kansas,
Kentucky, Montana, New Jersey, Nebraska, Texas, North Dakota, Ohio, Wisconsin, and Maine. Picus holds a bachelor’s degree in economics from Reed College and master’s degrees from the University of Chicago and the Pardee RAND Graduate School. He received his Ph D in public policy analysis from the Pardee RAND Graduate School.

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Table of Contents

Preface
About the Authors
1 Principal and Teacher Leadership Strategies 1
2 Social Justice for Diverse Students 25
3 Building Partnerships for Educational Equity 39
4 Shortcuts for Accessing Critical Resources 59
5 Evaluation Measurements That Ensure Equality 75
6 Summary of Culturally Proficient Urban School Practices 89
References 93
Index 97
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