Changing Spaces: Urban School Interrelationships and the Impact of Standards-Based Reform

Background: This article is an historical sociospatial analysis of change during the past three decades within and between three high schools in a deindustrialized city in the northeastern United States. Sociospatial relations are the everyday spatial practices, perceptions, and representations that...

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Bibliographic Details
Published in:Educational administration quarterly 2006-02, Vol.42 (1), p.90-123
Main Authors: Baker, Michael, Foote, Martha
Format: Article
Language:English
Subjects:
Demography
Education policy
Education reform
Educational Administration
Educational Change
Educational Policy
High Schools
Secondary schools
State Standards
Urban Schools
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Summary:Background: This article is an historical sociospatial analysis of change during the past three decades within and between three high schools in a deindustrialized city in the northeastern United States. Sociospatial relations are the everyday spatial practices, perceptions, and representations that constitute social worlds. Interrelated with the continued economic decline and spatial segregation in many U.S. cities, state standards-based reform policies are reinforcing and furthering a more hierarchical, homogeneous, and fragmented educational space, increasing the marginalization of some urban schools, teachers, and students. Purpose: This historical sociospatial analysis of urban secondary schools will describe the conjunction of demographic and policy changes contributing to patterns of uneven development that raise questions about the consequences and sustainability of the current state and federal standards-based reform initiatives.
ISSN:0013-161X
1552-3519
DOI:10.1177/0013161X05278187