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Cover -- Contents -- Series Foreword -- REFERENCES -- Introduction -- The Question -- My Argument -- The Great Unequalizer -- The Persistence of Class -- The Social Organization of high schools -- Snapshot of the Study -- Chapter Overview -- 1: Collective Memory and Class Reproduction -- Introduction: Amanda, Sally, and Vivian -- Part One: Unpacking Class Rites of Passage -- How It Works, Part One: Chartering and Status Rights -- How It Works, Part Two: The Formation of Class Consciousness -- How It Works, Part Three: Collective Memory and School Rites of Passage -- How It Works, Part Four: The Process of Class Infusion -- How It Works, Part Five: Cultural Capital and the Deep Curriculum -- Reproduction, Not Replication -- Class, Race, and Gender -- Part Two: The Sample Schools and Analytic Approach -- Key Narratives in Class Rites of Passage -- Conclusion: What Constitutes Proof? -- 2: The Upper-Class Rite of Passage -- Soft Calvinism at Your Service -- The Upper-Class Rite of Passage -- The Architectural/Ascetic Narrative -- The Authority Narrative -- The Pedagogic/Curriculum Narrative -- The Definition of Self-Narrative -- The Community Narrative -- Conclusion: Institutional Impact and Collective Memory -- 3: The Upper-Middle-Class Rite of Passage -- The Making of the Marketplace Self -- The Upper-Middle-Class Rite of Passage -- The Architectural/Ascetic Narrative -- The Authority Narrative -- The Pedagogic/Curriculum Narrative -- The Definition of Self-Narrative -- The Community Narrative -- Conclusion: Institutional Impact and Collective Memory -- 4: The Middle-Class Rite of Passage -- The Fear of Falling -- The Middle-Class Rite of Passage -- The Architectural/Ascetic Narrative -- The Authority Narrative -- The Pedagogic/Curriculum Narrative -- The Definition of Self-Narrative -- The Community Narrative.

Class Rules challenges the popular myth that high schools are the Great Equalizers. In his groundbreaking study, Cookson demonstrates that adolescents undergo different class rites of passage depending on the social-class composition of the high school they attend. Drawing on stories of schools and individual students, the author shows that where a student goes to high school is a major influence on his or her social class trajectory. Class Rules is a penetrating, original examination of the role education plays in blocking upward mobility for many children. It offers a compelling vision of an equitable system of schools based on the full democratic rights of students. Book features: provides a fresh, dynamic way of understanding educational inequality and social reproduction, offers a breakthrough social/psychological theory of how adolescents acquire class consciousness, compares the cultures and curricula of five American high schools focusing on the class composition of their students. -- Provided by publisher.

This sincere and well-written but methodologically and politically unsophisticated report argues states should step aside from any direct involvement in the reform business and hand it over to an "ecosystem of nonprofit organizations." The report makes five assertions about State Education Agencies (SEAs): they suffer from a lack of human resources; their procurement practices are cumbersome and time-consuming; they suffer from antiquated rulemaking; they are undermined by statewide politics; and they suffer from "institutional sclerosis." These claims set the stage for the report's basic recommendation: "The SEA should not attempt to implement the nuts and bolts of school improvement, but instead create an environment in which a variety of other organizations can fill the void." In place of expanding the authority of the SEAs, the report suggests a"4Cs" model of operation: control, contract, cleave and create. Drawing on secondary materials, the report's claims about the failures of the SEAs are strong but unsubstantiated by data independent from advocacy. Privatizing educational reform is an idea whose time has not come, and most likely never will, because it's an abstraction based on a model of American education disconnected from the democratic ethos that animates public education. Public education is a public good; it is the loom by which citizens together weave the social contract.

Résumé Faire ses études dans un internat privé aux États-Unis est depuis toujours un excellent moyen d'accéder aux postes de décision. Bien qu'elles accueillent moins de 1 % des lycéens, ces institutions forment un nombre disproportionnellement élevé de personnalités marquantes dans le monde des affaires, de la politique et de la culture. Traditionnels et conservateurs, les lycées privés constituent une institution typiquement américaine qui n'a pas d'équivalent, en partie puritaine, en partie anglaise, en partie "Wall Street". Ils ont joué un rôle important dans la formation et le maintien d'une classe dominante américaine, parce qu'ils admettaient à la fois des patriciens et des parvenus de la côte Est. L'identité collective forgée dans les lycées privés devint donc la base d'une solidarité et d'une conscience aristocratiques. Entre 1978 et 1983, les auteurs ont visité 55 pensionnats un peu partout aux États-Unis. Ils séjournaient de un à cinq jours dans chaque école, assistaient aux cours, aux assemblées, aux services religieux, à des rencontres sportives, des événements culturels, des réunions de comités de discipline et des soirées d'étudiants et de professeurs. Des centaines de professeurs - et bien entendu des étudiants - ont été interviewés, ainsi que proviseurs (hommes et femmes), directeurs de programmes d'admissions, conseillers universitaires, représentants d'étudiants, surveillants de dortoirs, psychologues et médecins.

Elite boarding-schools.
Ethnography of one kind of power transmission.

Having gone to a private boarding-school, or prep-school as they are known, in the United States has always been an excellent path to a job as a decision-maker. Although these institutions account for less than 1 % of all highschool enrollment, they turn out a disproportionately high number of outstanding figures in the world of business, politics and culture. Traditional and conservative, prepschools are a typically American institution ; part puritanical, part English, part Wall Street, they have no equivalent anywhere. They played an important role in forming and maintaining a dominant class in America because they accepted both East-Coast patricians and parvenus. The collective identity forged in these prep-schools thus lays the foundations of an aristocratic solidarity and consciousness. Between 1978 and 1983, the authors visited 55 such boarding schools throughout the US. They spent five days in each, attending classes, assemblies, chapel, games, cultural events, meetings of the disciplinary committee, and student and faculty parties and receptions. Hundreds of teachers — and students — were interviewed as well as principals (men and women), admissions program directors, university counselors, student-body representatives, dormitory prefects, psychologists and doctors.

Fifteen educational scholars have produced a collection of letters to President-elect Obama. Each letter briefly sets forth an idea or proposal to help create a more productive and equitable educational system. The letters cover the gamut of key policy issues facing the next administration, including reading instruction, No Child Left Behind, the expansion of preschool availability, charter schools, special education, the effects of poverty, and the teaching of English learners. These proposals should be thought of as the tips of empirical icebergs – beneath the letters lies a research base to guide policymaking throughout Obama's time in office.