Kenneth K. Wong is Walter and Leonore Annenberg Professor in Education Policy and director of the Urban Education Policy Program at Brown University. He is the author of Funding Public Schools: Politics and Policy and coauthor of Successful Schools and Educational Accountability. Francis X. Shen is a licensed attorney and a doctoral fellow at the Kennedy School of Government at Harvard University. Dorothea Anagnostopoulos is an assistant professor of teacher education at Michigan State University. Stacey A. Rutledge is an assistant professor in the Department of Educational Leadership and Policy Studies at Florida State University.

"The most ambitious study ever of the impact of mayoral education control upon schools and children. Sure to be controversial because of its specific positive findings." --Michael Kirst, professor emeritus, Stanford Institute for Higher Education Research, Stanford University "The most comprehensive, rigorous, and authoritative examination to date of a reform strategy that has occasioned heated debate in cities from New York to Los Angeles. This volume is essential reading for those parents, practitioners, and policymakers serious about improving urban schools." --Frederick M. Hess, director of education policy studies at the American Enterprise Institute and author of Spinning Wheels: The Politics of Urban School Reform "This empirically based, highly readable and desperately needed work will inform the discourse about the future of school reform. Every school politics watcher, academic, journalist, and activist should read this book." --Wilbur Rich, professor of political science, Wellesley College "This excellent book provides evidence-rich answers to the questions of what happens to students, teachers, schools and communities when mayors take control of --and responsibility for--education in their cities. It will and should inform policymaking now and well into the future." --Patrick J. Wolf, 21st Century Chair in School Choice, University of Arkansas

• Preface Introduction: Mayoral Governance in Education Gains Prominence 1. The Historical and Political Context of Integrated Governance 2. The New Style Education Mayors 3. Evaluating the Effects of Mayoral Control 4. Integrated Governance as a Strategy to Improve School Performance 5. Considering the Gap between High- and Low- Performing Schools 6. Accountability and Urban High Schools: The Challenge of Improving Instructional Practices 7. Toward Strategic Deployment of Resources 8. The Political Dynamics of Building Public Support for Education 9. Mayorally Governed School Districts as Laboratories of Democracy Appendix: Achievement Analysis Methodology and Additional Findings for Chapter Four Notes References Index

Kenneth K. Wong is Walter and Leonore Annenberg Professor in Education Policy and director of the Urban Education Policy Program at Brown University. He is the author of Funding Public Schools: Politics and Policy and coauthor of Successful Schools and Educational Accountability. Francis X. Shen is a licensed attorney and a doctoral fellow at the Kennedy School of Government at Harvard University. Dorothea Anagnostopoulos is an assistant professor of teacher education at Michigan State University. Stacey A. Rutledge is an assistant professor in the Department of Educational Leadership and Policy Studies at Florida State University.

"The most ambitious study ever of the impact of mayoral education control upon schools and children. Sure to be controversial because of its specific positive findings." --Michael Kirst, professor emeritus, Stanford Institute for Higher Education Research, Stanford University "The most comprehensive, rigorous, and authoritative examination to date of a reform strategy that has occasioned heated debate in cities from New York to Los Angeles. This volume is essential reading for those parents, practitioners, and policymakers serious about improving urban schools." --Frederick M. Hess, director of education policy studies at the American Enterprise Institute and author of Spinning Wheels: The Politics of Urban School Reform "This empirically based, highly readable and desperately needed work will inform the discourse about the future of school reform. Every school politics watcher, academic, journalist, and activist should read this book." --Wilbur Rich, professor of political science, Wellesley College "This excellent book provides evidence-rich answers to the questions of what happens to students, teachers, schools and communities when mayors take control of --and responsibility for--education in their cities. It will and should inform policymaking now and well into the future." --Patrick J. Wolf, 21st Century Chair in School Choice, University of Arkansas

• Preface Introduction: Mayoral Governance in Education Gains Prominence 1. The Historical and Political Context of Integrated Governance 2. The New Style Education Mayors 3. Evaluating the Effects of Mayoral Control 4. Integrated Governance as a Strategy to Improve School Performance 5. Considering the Gap between High- and Low- Performing Schools 6. Accountability and Urban High Schools: The Challenge of Improving Instructional Practices 7. Toward Strategic Deployment of Resources 8. The Political Dynamics of Building Public Support for Education 9. Mayorally Governed School Districts as Laboratories of Democracy Appendix: Achievement Analysis Methodology and Additional Findings for Chapter Four Notes References Index

Kenneth K. Wong is Walter and Leonore Annenberg Professor in Education Policy and director of the Urban Education Policy Program at Brown University. He is the author of Funding Public Schools: Politics and Policy and coauthor of Successful Schools and Educational Accountability. Francis X. Shen is a licensed attorney and a doctoral fellow at the Kennedy School of Government at Harvard University. Dorothea Anagnostopoulos is an assistant professor of teacher education at Michigan State University. Stacey A. Rutledge is an assistant professor in the Department of Educational Leadership and Policy Studies at Florida State University.

"The most ambitious study ever of the impact of mayoral education control upon schools and children. Sure to be controversial because of its specific positive findings." --Michael Kirst, professor emeritus, Stanford Institute for Higher Education Research, Stanford University "The most comprehensive, rigorous, and authoritative examination to date of a reform strategy that has occasioned heated debate in cities from New York to Los Angeles. This volume is essential reading for those parents, practitioners, and policymakers serious about improving urban schools." --Frederick M. Hess, director of education policy studies at the American Enterprise Institute and author of Spinning Wheels: The Politics of Urban School Reform "This empirically based, highly readable and desperately needed work will inform the discourse about the future of school reform. Every school politics watcher, academic, journalist, and activist should read this book." --Wilbur Rich, professor of political science, Wellesley College "This excellent book provides evidence-rich answers to the questions of what happens to students, teachers, schools and communities when mayors take control of --and responsibility for--education in their cities. It will and should inform policymaking now and well into the future." --Patrick J. Wolf, 21st Century Chair in School Choice, University of Arkansas

• Preface Introduction: Mayoral Governance in Education Gains Prominence 1. The Historical and Political Context of Integrated Governance 2. The New Style Education Mayors 3. Evaluating the Effects of Mayoral Control 4. Integrated Governance as a Strategy to Improve School Performance 5. Considering the Gap between High- and Low- Performing Schools 6. Accountability and Urban High Schools: The Challenge of Improving Instructional Practices 7. Toward Strategic Deployment of Resources 8. The Political Dynamics of Building Public Support for Education 9. Mayorally Governed School Districts as Laboratories of Democracy Appendix: Achievement Analysis Methodology and Additional Findings for Chapter Four Notes References Index