000			02021 a2200301 4500
008			040419s xx 000 0 eng
022			_a1522-3256;
050			_aAC1.S5
082			_a050
100			_aToch, Thomas,
245		0	_aDivide and Conquer. _cThomas Toch.
260			_bWashington Monthly, _c2003.
440			_aSIRS Enduring Issues 2004. _nArticle 9, _pInstitutions, _x1522-3256;
500			_aArticles Contained in SIRS Enduring Issues 2004.
500			_aOriginally Published: Divide and Conquer, May 2003; pp. 20-26.
520			_a"High schools don't produce a lot of headlines in the national education debate. But they are arguably the weakest link in American education. International studies show that U.S. grade-school students perform reasonably well compared to their counterparts in developed countries in Europe and Asia. By junior high school, however, Americans fall behind their international peers, and plummet during the high school years. The gap is especially pronounced for kids who attend large high schools in urban areas with lots of students from low-income families. A typical example of a sprawling inner-city school was the Julia Richman High School on Manhattan's Upper East Side." (WASHINGTON MONTHLY) This article examines the educational reforms that have taken place at the violence-plagued Richman High School since it "abandoned the American tradition of the 'big high school' in favor of multiple scaled-down educational settings within the same building that engender a strong sense of community, where both students and teachers can flourish."
599			_aRecords created from non-MARC resource.
650			_aAcademic achievement
650			_aClass size
650			_aCommunity
650			_aEducational change
650			_aHigh schools
650			_aInner cities
650			_aSchool size
650			_aUrban schools
710			_aProQuest Information and Learning Company _tSIRS Enduring Issues 2004, _pInstitutions. _x1522-3256;
942			_c UKN
999			_c35693 _d35693