Joseph P. Viteritti – författare

When Michael Bloomberg handed over the city to Bill de Blasio, New York and the country were experiencing record levels of income inequality. De Blasio was the first progressive elected to City Hall in twenty years. Invoking Fiorello La Guardia's name, he pledged to improve the lives of those marginalized by poverty and prejudice. Unlike La Guardia, de Blasio did not have allies in Washington like President Franklin D. Roosevelt who could effectively support his progressive agenda. As de Blasio approached the end of his first term, the situation worsened, with Donald Trump in the White House and a Republican-controlled Congress determined to further reduce social programs that help the needy. As a result, de Blasio's mayoralty is an illuminating case study of what mayors can and cannot do on their own to address economic and social inequality. As the Democratic Party attempts to reassemble a viable political coalition that cuts across boundaries of race, class and gender, de Blasio's efforts to redefine priorities in America's largest city is instructive. Joseph P. Viteritti's The Pragmatist is the first in-depth look at de Blasioboth the man himself and his policies in crucial areas such as housing, homelessness, education, and criminal justice. It is a test case for the viability of progressivism itself. Along the way, Viteritti introduces the reader to every NYC mayor since La Guardia. He covers progressives who breathed life into the "soul of the city" before the devastating fiscal crisis of 1975 put it on the brink of bankruptcy, and those post-fiscal crisis chief executives who served during times of limiting austerity. This engaging story of the rise, fall, and rebirth of progressivism in America's major urban center demonstrates that the road to progress has been a longand continuingjourney.

An immersive and authoritative history of the school choice movement--from its idealistic roots among Black activists to the costly unaccountable programs of today. Seventy years after Brown v. Board of Education and demands to desegregate public schools, race and class remain the most reliable predictors of educational achievement in America. In attempting to address this divide, many school reformers have championed school choice: solutions like charter schools, vouchers, and other innovations designed to build more options into the system. Today, at least thirty-three states have laws that enable parents to send their children to private and religious schools at public expense while forty-six states have legalized charter schools. In Radical Dreamers, Joseph P. Viteritti tells the definitive history of the school choice movement. In the 1990s, school choice emerged as an effort by a coalition of Black activists and conservative lawmakers seeking to offer economically disadvantaged students of color a way out of failing schools. As Viteritti shows, however, today's movement--championed by Republicans, conservatives, and faith-based organizations--has become less about placing disadvantaged children in better schools and more about providing public funding to students, irrespective of income, attending private--and frequently religious--schools. Viteritti, an education insider and supporter of school choice for underserved students, profiles six influential figures, the "radical dreamers," who were integral to understanding the movement for greater education equality and the role that choice can play in fully realizing the movement's potential. Radical Dreamers urges us to have an honest conversation about education in America and where we have gone wrong. Viteritti's compelling narrative of how some of the most passionate educators conceived of school choice provides a valuable context to our nation's long struggle to offer every child in America a good education, and how that goal was undermined by advocates on both the left and right.

As we cross the threshold of a new century, which approaches are likely to improve public education? In this book, distinguished scholars discuss recent innovations—charter schools, contracting arrangements, and choice—designed to liberate educators from burdensome bureaucratic controls and improve the level of opportunity for all children.Focusing on the problems in cities, where far too many children have been denied access to quality institutions, the authors examine the lessons to be learned from Catholic schools, site-based management, private entrepreneurs, and specific developments in three cities—New York, Milwaukee, and Chicago. The authors, though realistic about the political and institutional obstacles that stand in the way of meaningful change, foresee the demise of the "one size fits all" approach to schooling. They envision a system of schools that is dynamic, diverse, performance based, and accountable; one that is supportive of professionals, responsive to creativity, intolerant of failure, and committed to high educational standards for all children.Contributors: Louann BierleinAnthony BrykJohn ChubbChester FinnPaul HillValerie LeePaul PetersonDiane RavitchJoseph P. ViterittiPriscilla Wohlstetter

Americans have reason to be concerned about the condition of American democracy at the start of the twenty-first century. Surveys show that civic participation has declined, cynicism about government has increased, and young people have a weak grasp of the principles that underlie our constitutional system. Crucial questions must be answered: How serious is the situation? What role do schools play in shaping civic behavior? Are current education reform initiatives—such as multiculturalism and school choice—counterproductive? How can schools contribute toward reversing the trend?This volume brings together leading thinkers from a variety of disciplines to probe the relation between a healthy democracy and education. Their original and provocative discussions cut across a range of important topics: the cultivation of democratic values, the formation of social capital in schools and communities, political conflict in a pluralist society, the place of religion in public life, the enduring problems of racial inequality. Gathering together the most current research and thinking on education and civil society, this is a book that deserves the attention of everyone who cares about the quality and future of American democracy.

The presidency of George W. Bush has polarized the church-state debate as never before. The Far Right has been emboldened to use religion to govern, while the Far Left has redoubled its efforts to evict religion from public life entirely. Fewer people on the Right seem to respect the church-state separation, and fewer people on the Left seem to respect religion itself--still less its free exercise in any situation that is not absolutely private. In The Last Freedom, Joseph Viteritti argues that there is a basic tension between religion and democracy because religion often rejects compromise as a matter of principle while democracy requires compromise to thrive. In this readable, original, and provocative book, Viteritti argues that Americans must guard against debasing politics with either antireligious bigotry or religious zealotry. Drawing on politics, history, and law, he defines a new approach to the church-state question that protects the religious and the secular alike.Challenging much conventional opinion, Viteritti argues that the courts have failed to adequately protect religious minorities, that the rights of the religious are under greater threat than those of the secular, and that democracy exacts greater compromises and sacrifices from the religious than it does from the secular. He takes up a wide range of controversies, including the pledge of allegiance, school prayer, school vouchers, evolution, abortion, stem-cell research, gay marriage, and religious displays on public property. A fresh and surprising approach to the church-state question, The Last Freedom is squarely aimed at the wide center of the public that is frustrated with the extremes of both the Left and the Right.

Large urban school systems have been the weakest link in American education, driving middle-class families into the suburbs while contributing mightily to the racial learning gap. Activist mayors in several major cities have responded by taking control of their public schools. When Mayors Take Charge is the most up-to-date assessment available on this phenomenon. It brings together the topic's leading experts to analyze the factors and people driving the trend, its achievements and shortcomings, its prospects for the future, and ways to improve it. Part One of the book assesses the results of mayoral control nationwide. The second section details the experience in three key cities: Boston and Chicago, the major prototypes for mayoral control, and Detroit, where mayoral control ended in disaster. The final section provides the first in-depth examination of New York City, where the law installing mayoral control sunsets in 2009. Viteritti's opening essay and postscript frame the analysis to shed light on the significance and limitations of governance reform. Contributors include Clara Hemphill (formerly NewYork Newsday), Jeffrey R. Henig (Columbia University), Michael Kirst (Stanford University), John Portz (Northeastern University), Diane Ravitch (NYU),Wilbur C. Rich (Wellesley College), Robert Schwartz (Harvard University), Dorothy Shipps (Baruch College), and Kenneth K.Wong (Brown University).

Summer in the City takes a clear look at John Lindsay's tenure as mayor of New York City during the tumultuous 1960s, when President Lyndon Johnson launched his ambitious Great Society Program. Providing an even-handed reassessment of Lindsay's legacy and the policies of the period, the essays in this volume skillfully dissect his kaleidoscope of progressive ideas and approach to leadership - all set in a perfect storm of huge demographic changes, growing fiscal stress, and an unprecedented commitment by the federal government to attain a more equal society. Compelling archival photos and a timeline give readers a window into the mythic 1960s, a period animated by civil rights marches, demands for black power, antiwar demonstrations, and a heroic intergovernmental effort to redistribute national resources more evenly. Written by prize-winning authors and leading scholars, each chapter covers a distinct aspect of Lindsay's mayoralty (politics, race relations, finance, public management, architecture, economic development, and the arts), while Joseph P.Viteritti's introductory and concluding essays offer an honest and nuanced portrait of Lindsay and the prospects for shaping more balanced public priorities as New York City ushers in a new era of progressive leadership. The volume's sharp focus on the controversies of the Mad Men era will appeal not only to older readers who witnessed its explosive events, but also to younger readers eager for a deeper understanding of the time. A progressive Republican with bold ideals and a fervent belief in the American Dream, Lindsay strove to harness the driving forces of modernization, democratization, acculturation, inclusion, growth, and social justice in ways that will inform our thinking about the future of the city. Contributors: Lizabeth Cohen, Paul Goldberger, Brian Goldstein, Geoffrey Kabaservice, Mariana Mogilevich, Charles R. Morris, David Rogers, Clarence Taylor, and Joseph P. Viteritti.

Summer in the City takes a clear look at John Lindsay's tenure as mayor of New York City during the tumultuous 1960s, when President Lyndon Johnson launched his ambitious Great Society Program. Providing an even-handed reassessment of Lindsay's legacy and the policies of the period, the essays in this volume skillfully dissect his kaleidoscope of progressive ideas and approach to leadership - all set in a perfect storm of huge demographic changes, growing fiscal stress, and an unprecedented commitment by the federal government to attain a more equal society. Compelling archival photos and a timeline give readers a window into the mythic 1960s, a period animated by civil rights marches, demands for black power, antiwar demonstrations, and a heroic intergovernmental effort to redistribute national resources more evenly. Written by prize-winning authors and leading scholars, each chapter covers a distinct aspect of Lindsay's mayoralty (politics, race relations, finance, public management, architecture, economic development, and the arts), while Joseph P.Viteritti's introductory and concluding essays offer an honest and nuanced portrait of Lindsay and the prospects for shaping more balanced public priorities as New York City ushers in a new era of progressive leadership. The volume's sharp focus on the controversies of the Mad Men era will appeal not only to older readers who witnessed its explosive events, but also to younger readers eager for a deeper understanding of the time. A progressive Republican with bold ideals and a fervent belief in the American Dream, Lindsay strove to harness the driving forces of modernization, democratization, acculturation, inclusion, growth, and social justice in ways that will inform our thinking about the future of the city. Contributors: Lizabeth Cohen, Paul Goldberger, Brian Goldstein, Geoffrey Kabaservice, Mariana Mogilevich, Charles R. Morris, David Rogers, Clarence Taylor, and Joseph P. Viteritti.

City Schools brings together a distinguished group of researchers and educators for an in-depth look at the nation's largest school system. Topics covered include the changing demographics of city schools, the impending teacher shortage, reading instruction, special education, bilingual education, school governance, charter schools, choice, school finance reform, and the role of teacher unions. The book also provides fresh and fascinating perspectives on Catholic schools, Jewish day schools, and historically black independent schools. Diane Ravitch, Joseph P. Viteritti, and their coauthors explore pedagogical, institutional, and policy issues in an urban school system whose challenges are those of American urban education writ large. The authors conclude that we know a lot more about how to provide effective educational services for a diverse population of urban school children than performance data would suggest. Contributors: Dale Ballou, University of Massachusetts, Amherst * Stephan F.Brumberg, Brooklyn College * Mary Beth Celio, University of Washington * Gail Foster, Toussaint Institute * Michael Heise, Case Western University * Clara Hemphill, Public Education Association * Paul T. Hill, University of Washington * William G. Howell, Harvard University * Pearl Rock Kane, Columbia University * Frank J. Macchiarola, Saint Francis College * Melissa Marschall, University of South Carolina * Thomas Nechyba, Duke University * Paul E. Peterson, Harvard University * Christine Roch, Georgia State University * Christine H. Rossell, Boston University * Marvin Schick, Avi Chai Foundation * Mark Schneider, SUNY, Stony Brook * Lee Stuart, South Bronx Churches * Paul Teske, SUNY, Stony Brook * Emanuel Tobier, New York University * Joanna P. Williams, Columbia University