Volume 11 Issue 1

A Racio-economic Analysis of Teach for America: Counterstories of TFA Teachers of Color

Yvette V. Lapayese, Ph.D., Loyola Marymount University
Ursula S. Aldana, Ph.D., Loyola Marymount University
Eduardo Lara, Ph.D. Candidate, UCLA Graduate School of Education and Information Studies

Introduction

One of the United States’ most formidable challenges is the miseducation of students of color. Students of color consistently underperform, when compared to their White counterparts, on nearly every marker of student achievement. Recent studies show that by the twelfth grade, Black students’ performance in reading and mathematics equals that of White eighth graders (National Center for Education Statistics, 2010). Additionally, in the 2007-2008 school year, only 63.5% of Latino students and 61.5% of Black students graduated from public high schools, while 81% of White students graduated from public high schools (Stillwell, 2010).

Editors' Introduction to the Special Issue: Learning from Jean Anyon

Dr. Janine T. Remillard and Amanda B. Cox, University of Pennsylvania Graduate School of Education

Who was Jean Anyon?

Jean Anyon authored numerous important works on the limits of educational reform, including Ghetto Schooling (Teachers College Press, 1997), Radical Possibilities (Routledge, 2005; 2014) and Marx and Education (Routledge, 2011). Jean spent the first 25 years of her academic career at Rutgers University-Newark and the last 12 years at the CUNY Graduate Center's Urban Education Program. At Rutgers- Newark, she chaired the Education Department for over a dozen years and connected it to the Newark Public Schools and other urban districts. At the CUNY Graduate Center she taught doctoral courses in urban educational policy and was a beloved mentor and dissertation advisor to many doctoral students. (Alan Sadovnik)

The Metaphor

Roslyn Arlin Mickelson, Ph.D., University of North Carolina at Charlotte

Among the millions of words in the thousands of articles and books about urban education written during the last couple of decades, I find none has the power, truth, and simplicity of Jean Anyon's metaphor about urban educational reform:  "Attempting to fix inner city schools without fixing the city in which they are embedded is like trying to clean the air on one side of a screen door."