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Voices in Urban Education
Archives
Beyond Brown v. Board
VUE Number 4, Summer 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Frank Barnes
Frank Barnes is a Senior Associate in the District Redesign and Opportunity and Accountability initiatives at the Annenberg Institute for School Reform. He earned his B.A. in political science and speech & communication from Macalester College and his M.Ed. in teaching and curriculum from Harvard University. Prior to joining the Institute, he was a Regional Director for the Campus Outreach Opportunity League and a Program Officer for the Massachusetts National and Community Service Commission. He has taught high school social studies and humanities in the Boston Public Schools and has also taught in various co-curricular settings in St. Paul, MN, and Norfolk, VA. Frank's primary research interest is data-informed school improvement, with an emphasis on the roles of district central offices in building the capacity of schools to be effective learning organizations for youth and adults.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Ricardo Dobles
Ricardo Dobles is a Senior Associate in the Community-Centered Education Reform and Opportunity and Accountability initiatives at the Annenberg Institute for School Reform. He earned his B.A. in comparative literature from Columbia University and his M.Ed. and Ed.D. degrees in educational administration, planning, and social policy from Harvard University. Ricardo has worked with schools, children, and families as an English teacher, outreach counselor, staff developer, and writing workshop director. Prior to joining the institute he taught in the educational studies program at Trinity College in Hartford, Connecticut. His research interests include the history and political economy of urban school reform, with a particular focus on issues of excellence and equity for urban students from immigrant and historically underserved minority groups. His most recent publication is a co-edited book titled, Learning as a political act: struggles for learning and learning from struggles.
> VUE 4 Article: A Different Shade of Segregation: A Puerto Rican Educator Considers the Legacy of Brown
Ellen Foley
Ellen Foley is a Senior Associate in the District Redesign initiative, serving as Research Manager for the School Communities that Work task force. She earned her B.A. in political science from Boston College and her M.S.Ed. and doctoral degrees in education policy from the University of Pennsylvania. Prior to joining the Institute, she was a Research Specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen's primary research interest is urban education reform, with a focus on the roles of community, family and in-school supports for students and on the nexus of education policy and teaching practice. Through a grant from the Spencer Foundation, she has also examined how high-stakes testing and promotion policies affect schools, teachers and students. Ellen has been active in Philadelphia education reform, chairing Mayor Street's transition committee on education reform, serving on the Superintendent's transition committee, and working as Research Director of a Court-appointed panel on desegregation.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Michael Grady
Michael Grady (Ed.M., Ed.D., Harvard) is the Annenberg Institute's Deputy Director and Co-director of the Community-Centered Education Reform Initiative. Prior to joining the Institute, he was senior research associate at the Annie E. Casey Foundation where he managed the Foundation's research and evaluation portfolio. Michael has also served as director of research and evaluation for a major urban school district, research associate for a court-appointed committee charged with developing and evaluating magnet schools, and a high school teacher in the U.S. and abroad. Michael's research and policy interests include urban education reform, educational equity, community and parent engagement, and research and evaluation design. He has conducted research on the Comer School Development Program, educational equity initiatives, and school-based management at the district level. Michael is currently serving as principal investigator of a major collaboration between the Institute and the National League of Cities. As part of this effort, the Institute and League will work mayors, municipal leaders and their education policy advisers on strategies to increase the public's awareness, participation and stake in local school improvement initiatives in the context of No Child Left Behind.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Elizabeth Horton Sheff
Elizabeth Horton Sheff and her son Milo are the named plaintiffs in the
landmark civil rights lawsuit Sheff v. O'Neill. Sheff is a member of
Hartford's city council, the Court of Common Council. Councilperson Horton Sheff is an activist who has worked tirelessly for her community over many years. Her objective in Sheff v. O'Neill was to provide all children with equal access to a quality education and the role she played is just one example of her bravery, leadership, fortitude and perseverance.
Now in her third term on the Hartford City Council, Horton Sheff's agenda is focused on improving the quality of life for Hartford residents and making certain that they are part of the decision-making process. She is at the forefront of the City's Civic Pride Campaign that includes initiatives such as Increasing Citizen Access to City Boards and Commissions, as an example. Additionally, she initiated project-based Section 8 policies that resulted in housing and community development within the City. She moved the City's anti-blight efforts forward to identify and reduce the number of physically deteriorated properties in Hartford.
> VUE 4 Article: Sheff v. O'Neill: The Struggle Continues against School Segregation and Unequal Opportunity
Richard D. Kahlenberg
Richard D. Kahlenberg is a Senior Fellow at The Century Foundation, where he writes about education, equal opportunity, and civil rights. Previously, Kahlenberg was a Fellow at the Center for National Policy, a visiting associate professor of constitutional law at George Washington University, and a legislative assistant to Senator Charles S. Robb (D-VA).
He is the author of three books including All Together Now: Creating Middle-Class Schools through Public School Choice (Brookings Institution Press, 2001; paperback, 2003), from which this essay is adapted.
> VUE 4 Article: The Bad News and Good News about Brown
Rossi Ray-Taylor
Rossi Ray-Taylor is the executive director of the Minority Student Achievement Network and an affiliated consultant with Public Sector Consultants. Previously she served as superintendent in Ann Arbor, Michigan for four years and earlier served in several management roles, including deputy superintendent in Lansing, Michigan.
> VUE 4 Article: From Black and White to High Definition
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 4 Article: Beyond Brown: The Legacy and the Challenge Ahead
Archives
Beyond Brown v. Board
VUE Number 4, Summer 2004
| VUE Home | Archives | Order Print Copy |
Author Biographies
Frank Barnes
Frank Barnes is a Senior Associate in the District Redesign and Opportunity and Accountability initiatives at the Annenberg Institute for School Reform. He earned his B.A. in political science and speech & communication from Macalester College and his M.Ed. in teaching and curriculum from Harvard University. Prior to joining the Institute, he was a Regional Director for the Campus Outreach Opportunity League and a Program Officer for the Massachusetts National and Community Service Commission. He has taught high school social studies and humanities in the Boston Public Schools and has also taught in various co-curricular settings in St. Paul, MN, and Norfolk, VA. Frank's primary research interest is data-informed school improvement, with an emphasis on the roles of district central offices in building the capacity of schools to be effective learning organizations for youth and adults.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Ricardo Dobles
Ricardo Dobles is a Senior Associate in the Community-Centered Education Reform and Opportunity and Accountability initiatives at the Annenberg Institute for School Reform. He earned his B.A. in comparative literature from Columbia University and his M.Ed. and Ed.D. degrees in educational administration, planning, and social policy from Harvard University. Ricardo has worked with schools, children, and families as an English teacher, outreach counselor, staff developer, and writing workshop director. Prior to joining the institute he taught in the educational studies program at Trinity College in Hartford, Connecticut. His research interests include the history and political economy of urban school reform, with a particular focus on issues of excellence and equity for urban students from immigrant and historically underserved minority groups. His most recent publication is a co-edited book titled, Learning as a political act: struggles for learning and learning from struggles.
> VUE 4 Article: A Different Shade of Segregation: A Puerto Rican Educator Considers the Legacy of Brown
Ellen Foley
Ellen Foley is a Senior Associate in the District Redesign initiative, serving as Research Manager for the School Communities that Work task force. She earned her B.A. in political science from Boston College and her M.S.Ed. and doctoral degrees in education policy from the University of Pennsylvania. Prior to joining the Institute, she was a Research Specialist at the Consortium for Policy Research in Education, where she worked on the evaluation of Children Achieving, Philadelphia's districtwide education reform effort. Ellen's primary research interest is urban education reform, with a focus on the roles of community, family and in-school supports for students and on the nexus of education policy and teaching practice. Through a grant from the Spencer Foundation, she has also examined how high-stakes testing and promotion policies affect schools, teachers and students. Ellen has been active in Philadelphia education reform, chairing Mayor Street's transition committee on education reform, serving on the Superintendent's transition committee, and working as Research Director of a Court-appointed panel on desegregation.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Michael Grady
Michael Grady (Ed.M., Ed.D., Harvard) is the Annenberg Institute's Deputy Director and Co-director of the Community-Centered Education Reform Initiative. Prior to joining the Institute, he was senior research associate at the Annie E. Casey Foundation where he managed the Foundation's research and evaluation portfolio. Michael has also served as director of research and evaluation for a major urban school district, research associate for a court-appointed committee charged with developing and evaluating magnet schools, and a high school teacher in the U.S. and abroad. Michael's research and policy interests include urban education reform, educational equity, community and parent engagement, and research and evaluation design. He has conducted research on the Comer School Development Program, educational equity initiatives, and school-based management at the district level. Michael is currently serving as principal investigator of a major collaboration between the Institute and the National League of Cities. As part of this effort, the Institute and League will work mayors, municipal leaders and their education policy advisers on strategies to increase the public's awareness, participation and stake in local school improvement initiatives in the context of No Child Left Behind.
> VUE 4 Article: The Third Generation: Contemporary Strategies for Pursuing the Ideals of Brown v. Board
Elizabeth Horton Sheff
Elizabeth Horton Sheff and her son Milo are the named plaintiffs in the
landmark civil rights lawsuit Sheff v. O'Neill. Sheff is a member of
Hartford's city council, the Court of Common Council. Councilperson Horton Sheff is an activist who has worked tirelessly for her community over many years. Her objective in Sheff v. O'Neill was to provide all children with equal access to a quality education and the role she played is just one example of her bravery, leadership, fortitude and perseverance.Now in her third term on the Hartford City Council, Horton Sheff's agenda is focused on improving the quality of life for Hartford residents and making certain that they are part of the decision-making process. She is at the forefront of the City's Civic Pride Campaign that includes initiatives such as Increasing Citizen Access to City Boards and Commissions, as an example. Additionally, she initiated project-based Section 8 policies that resulted in housing and community development within the City. She moved the City's anti-blight efforts forward to identify and reduce the number of physically deteriorated properties in Hartford.
> VUE 4 Article: Sheff v. O'Neill: The Struggle Continues against School Segregation and Unequal Opportunity
Richard D. Kahlenberg
Richard D. Kahlenberg is a Senior Fellow at The Century Foundation, where he writes about education, equal opportunity, and civil rights. Previously, Kahlenberg was a Fellow at the Center for National Policy, a visiting associate professor of constitutional law at George Washington University, and a legislative assistant to Senator Charles S. Robb (D-VA). He is the author of three books including All Together Now: Creating Middle-Class Schools through Public School Choice (Brookings Institution Press, 2001; paperback, 2003), from which this essay is adapted.
> VUE 4 Article: The Bad News and Good News about Brown
Rossi Ray-Taylor
Rossi Ray-Taylor is the executive director of the Minority Student Achievement Network and an affiliated consultant with Public Sector Consultants. Previously she served as superintendent in Ann Arbor, Michigan for four years and earlier served in several management roles, including deputy superintendent in Lansing, Michigan.
> VUE 4 Article: From Black and White to High Definition
Robert Rothman
Robert Rothman is responsible for writing Institute publications and editing the Institute's quarterly journal Voices in Urban Education, a "roundtable-in-print" designed to air diverse viewpoints and share new knowledge on vital issues in urban education. He has written for numerous education publications and organizations and was a reporter and editor for Education Week. He was also a senior project associate for Achieve, a study director for the National Research Council, and the director of special projects for the National Center on Education and the Economy. Bob holds a BA in political science from Yale University. He is the author of Measuring Up: Standards, Assessment and School Reform and numerous book chapters and articles on testing and education reform.
> VUE 4 Article: Beyond Brown: The Legacy and the Challenge Ahead
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