This document discusses issues related to urban education politics and successful urban school programs. It outlines key challenges facing urban schools such as desegregation, funding, dissatisfaction with public education, and inadequate resources. It also identifies characteristics of successful urban schools including strong principals and teachers, a shared vision and mission, parent involvement, curriculum aligned to testing and sensitive to equity, celebrations of student achievement, professional development for teachers, and providing a safe learning environment.

1. Urban Politics of Education
“Changing Urban Education”
JM M. Mayor

2. What are the critical issues of
education?
• Desegregation
• Funding
• Dissatisfaction with public education
• Inadequate resources
• Educators are more concerned with job
security rather than effective teaching

3. Changing Urban Education
• Political character of public education.
• Concentration of the poor in central urban areas
affect education
• Reform through the involvement of business and
other community players.
• Interrelationship between urban education and
politics
• Civic capacity—the ability of educators and non-
educators to work together on common goals

4. Urban politics
• The politics in and about cities.
• This term refers to the diverse political structure that
occurs in urban areas where there is diversity in both
race and socio-economic status.
• Urban politics is political science that falls into the field
of urban studies, which incorporates many aspects of
cities, suburbs, and urbanization.
• This includes such topics as:
– The structure of political power.
– Race, ethnic, class, and gender relations in cities and
suburbs.
– The politics of space and spatial relationships.

5. • The ongoing urbanization of the world is
sometimes portrayed as a sort of natural process,
as determined by economics or something else
beyond the control of humans.
• The study of urban politics reveals a different
truth altogether; that the process of urbanization
is itself is inherently political.
• To study urban politics is to study what happens
on the ground, among people who share the
same space for day-to-day living.

6. Students and Structure
Source: United Nations Educational, Scientific, and Cultural Organization
(UNESCO) Institute for Statistics.
• Schooling is decentralized. Central Office are the legally responsible
entities but local divisions are generally perceived as the
accountable units of administration.
• The value for Adjusted net enrollment rate, primary (% of primary
school age children) in Philippines was 88.65 as of 2009. over the
past 33 years this indicator reached a maximum value of 98.43 in
1990 and a minimum value of 87.63 in 2007
• The value for Adjusted net enrollment rate, primary, female (% of
primary school age children) in Philippines was 89.47 as of 2009.
over the past 28 years this indicator reached a maximum value of
98.19 in 1989 and a minimum value of 88.41 in 1984
• The value for Adjusted net enrollment rate, primary, male (% of
primary school age children) in Philippines was 87.86 as of 2009.
over the past 28 years this indicator reached a maximum value of
99.29 in 1990 and a minimum value of 86.55 in 2007

7. The Educational Attainment of the
Household Population (Results from
the 2010 Census)
• More females than males had attained higher levels of
education
• About 4 in every 5 children aged 6 to 12 years had
elementary education
• One in four college graduates finished a degree on Business
and Administration
• One-fifth (19.3 percent) of the total college graduates
finished a course in the field of Teacher Training and
Education Sciences
• Males preferred Engineering courses while females opted
for Business and Administration courses
See more at: https://psa.gov.ph/content/educational-attainment-household-population-results-2010-census#sthash.48JNFIks.dpuf

8. Special Challenges
• Highly Politicized School Board
• Superintendent turnover
• Principals as managers and leaders
• Government oversight
• Central office bureaucracies
• School staff accountability
• Teacher shortages

9. • Licensure Examination
• Funding for districts and classrooms
• "Projectitis.“
• Narrowing curriculum and lowering
expectations
• Achievement and testing
• Research on urban school practices

10. Successful Urban
Programs

11. Principals as Leaders not Building
Managers
• These individuals are instructional leaders
with a deep understanding of the teaching
and learning process. They also know,
appreciate, and respect the cultures of the
ethnic and racial groups the school serves.

12. Star Teachers
• These are individuals who believe that students
and their families are the clients.
• They believe that student effort rather than
ability accounts for success in school and their
teaching reflects their ability to generate student
effort.
• These teachers not only know the content and
methods of teaching, but also have effective
relationship skills that connect them with
students.

13. Holistic Vision and Mission
• There is a unity of purpose that grows out of
everyone who is involved with the school
believing, sharing, and contributing to this
common vision

14. ICT in Classrooms
• The students and staff are connected to the
full resources of the Internet and to the latest
instructional programs and not engaged in
merely "drill and kill" activities using a
computer.

15. Parent Involvement
• parents are involved in integral ways in the life
of the school and not merely as homework
tutors or disciplinarians.
• Parents have a strong voice in all aspects of
the school's decision-making processes.
• They are regarded as resources able to inform
school policy and curriculum.

16. Curriculum is Aligned to Achievement
Test
• There is also a closed loop to the results of
testing inform and guide curriculum revisions as
well as what teachers teach everyday.
• Student evaluation includes more than norm-
referenced tests and places great emphasis on
the systematic use of students' work samples and
work products.
• The acquisition of important knowledge for all
students, including those with special needs, is
maintained as the school priority.

17. Curriculum is Sensitive to Issues of
Equity and Social Justice
• What the teachers plan to teach on any given day
can be set aside as students and teachers
consider issues that arise in the school.
• "Problems" are not generally seen as intrusions
on the curriculum but are dealt with as
opportunities to make learning relevant.
• The students learn that school is not preparation
for living later but rather for learning to deal with
issues and challenges now.

18. Celebrations of Student
Achievements
• These take the form of student
accomplishments in all areas, which then
culminate in exhibits, publications,
performances, and displays for other students,
parents, and the community.

19. Community of Learners
• Teachers and administrators design annual
educational plans to develop further as people
and as professionals. Such plans include team and
cooperative activities to help teachers combat
isolation.
• Professional development occurs during the
workday as well as during non-school periods. It
provides "opportunities to build meaningful
partnerships with parents, businesses,
educational and cultural institutions to create
exciting new learning experiences"

20. Provides a Healthy, Safe Environment
for Learning.
• The staff is expert at deescalating rather than
escalating student behavior problems.
• There are few suspensions and expulsions.
• Every effort is made to continue student
learning during a suspension period.

21. • Successful urban schools frequently find ways
to extend the time children spend with
knowledgeable, caring adults through
preschool, extended day, weekend, and
summer school programs, often working as
partners with their communities.