Quality Education as a Constitutional Right offers a provocative look at the continued disconnect between the rhetoric of reform and the facts of ...]]> Quality Education as a Constitutional Right: Creating a Grassroots Movement to Transform Public Schools; Theresa Perry, Robert Moses, Lisa Delpit, Ernesto Cortes Jr., Joan T. Wynne, editors; Beacon Press Books; 2010; Paperback $16

Quality Education as a Constitutional Right offers a provocative look at the continued disconnect between the rhetoric of reform and the facts of the real world. Statistics are in short supply here. Instead, we hear the heartfelt voices of reformers and advocates as well as of young people in underserved communities.

Chief among the former group is Robert P. Moses, a co-author of the book and the person most responsible for its creation. Moses, a 1956 graduate of Hamilton College, became deeply involved in the Civil Rights Movement during the 1960s through organizations such as the Student Nonviolent Coordinating Committee and the Council of Federated Organizations. He was a primary organizer of the Freedom Summer project, which worked to enfranchise black citizens in Mississippi. Later, he worked as a teacher in Tanzania, returning to the U.S. to pursue graduate studies at Harvard in 1976, after which he taught high school math in Cambridge, Mass.

In 1982, he combined some of his career threads in the Algebra Project, which he funded from the proceeds of a MacArthur Fellowship. The project, an ongoing effort, focuses on improving minority math education.

Fast forward to 2005, when Moses organized a gathering of African-American and Latino activists and intellectuals to envision the establishment of a movement to campaign for “quality education for all children as a constitutional right.”  While arguably a somewhat quixotic notion, given the political realities of our times, Moses and his followers have continued to seed the nation with this provocative concept, notably though not exclusively through this volume.

Perhaps necessarily, though its title might imply otherwise, this book is not a detailed plan of action. Instead, it is our seat at the table, as it were, at the 2005 conference: an opportunity to share the thinking and tap into the feelings of people who are most connected to an ongoing national tragedy. The contents of the book came either directly from the 2005 event or were inspired by it. For instance, Ernesto Cortés, director of the Southwest Regional Industrial Areas Foundation, and a participant in the 2005 event, offers perspectives on the challenges ahead based on his work with Latino communities in Texas. For the reader, this is both the strength and the weakness of the book. We must reach our own conclusions but we have ample opportunity to learn or be reminded of inequity and its awful persistence as well as the long, noble tradition of resistance to injustice.

In an introductory essay, Linda Mizell, an assistant professor of education at the University of Colorado, Boulder, takes issue with the culturally persistent myth that blacks don’t care about education, pointing out that literacy and education were always seen as escape routes from slavery, oppression and poverty. Indeed, efforts by African-Americans to achieve literacy, let alone further education, were frequently viewed as subversive and dangerous within the majority culture, even in the recent historical past. She cites the story of a slave who was blinded by an overseer for trying to learn how to read. In a current-day context, we have the voice of Kimberly Parker, with her essay describing her upbringing and the forces (including her experiences as an undergraduate at Colby College and pursuing a master’s degree at Boston College) that led her to a career in teaching. And, beyond that simple act of career choice, we experience her commitment to change the lives of the students she later encounters at the Codman Academy Charter School in Boston through more forms of creative subversion. Other stories in the book remind us of the power of education and of literacy and of the terrible struggles so many went through to secure even the most basic elements of education.

To move from those frightening lessons to the present era, we are introduced to Baltimore public school students who engaged in protests and direct action a few years ago to try to secure state funding for their bankrupt school systems. We are reminded that this isn’t simply a faddish political activity adopted passingly but rather part of a long-term effort at survival and empowerment—with living links (Moses is one) to a long history of wrongs suffered and rights granted grudgingly. And inferior educational opportunity has been one of the greatest wrongs.

Here, Quality Education as a Constitutional Right does manage to provide some solid examples of successful efforts to bridge the gap and deliver meaningful educational opportunities to underserved groups. In the case of Moses’s Algebra Project, we learn about the way this program has been implemented in a number of communities and the specific elements that have helped it resonate and communicate with students and parents alike.

Likewise, the essay by Joanne T. Wynne and Janice Giles provides insights into some of the ways in which university collaborations can benefit efforts like the Algebra Project.

Putting the right to an education into the Constitution may not really be the goal of this book or its authors, but by “creating a grassroots movement to transform public schools” they may help to achieve just as much as would that ambitious goal. The lessons are fresh and compelling and the examples inspired.

Reviewed by Alan R. Earls, a Boston-area writer.

Northeastern University Center for Labor Market Studies associate director Paul E. Harrington moved to Philadelphia-based Drexel University. Harrington has been a frequent contributor to NEJHE and to NEBHE events

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Joseph M. O’Keefe, S.J., will also leave leave Boston for Philly, departing as dean of Boston College's Lynch School of Education to become ...]]>

Northeastern University Center for Labor Market Studies associate director Paul E. Harrington moved to Philadelphia-based Drexel University. Harrington has been a frequent contributor to NEJHE and to NEBHE events

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Joseph M. O’Keefe, S.J., will also leave leave Boston for Philly, departing as dean of Boston College's Lynch School of Education to become the 27th president of Saint Joseph's University, starting May 18.

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Jamshed Bharucha, provost and senior vice president of Tufts University, was elected the 12th president of the Cooper Union for the Advancement of Science and Art, effective July 1, succeeding George Campell Jr.

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Bryant University hired Robert Shea as the college's director of faculty development. Shea previously served as director of the Office of Student Learning, Outcomes Assessment and Accreditation and assistant director of the Instructional Development Program at the University of Rhode Island.

"Science courses belong in the liberal arts curriculum for the benefit of both science and non-science majors."

That's one of the main findings in a study released by the Cambridge, Mass.-based American Academy of Arts and Sciences.

Science and the Educated American: A Core Component of Liberal Education warns that the pace of scientific and technological change ...]]>

"Science courses belong in the liberal arts curriculum for the benefit of both science and non-science majors."

That's one of the main findings in a study released by the Cambridge, Mass.-based American Academy of Arts and Sciences.

Science and the Educated American: A Core Component of Liberal Education warns that the pace of scientific and technological change means all adults should be prepared to learn and evaluate new science information after they leave schooling.

Among the report's major themes:

• Without a basic level of scientific literacy, the public cannot rely on even the best science journalism and communications to help them make informed decisions about science issues.
• Science courses belong in the liberal arts curriculum for the benefit of both science and non-science majors.
• Teaching science should convey the wonders and rewards of science but also the limits of science and dangers of misapplying it.
• Science and the humanities have much more in common than is generally appreciated.

In June, I was at an orientation for a major New England university where one speaker was extolling the non-careerist aspect of liberal arts, noting with a wink: "It’s not as if BP is going to go hire a vice president of philosophy … but maybe they should.”

The audience understood his wink. Philosophy is the discipline often invoked to flaunt the non-practical nature of the the liberal arts. And at the time, BP was spilling millions of gallons of crude oil into the Gulf of Mexico and handling the blame badly.

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About 10% of the Boston College Carroll School of Management (CSOM) Class of 2011 and 25% of the CSOM Class of 2012 are pursuing a double major or minor in a liberal arts field, according to The Heights, the Boston College student newspaper, which has been running a series on liberal arts.

CSOM administrators observed that "other local colleges, such as Babson and Bentley, which are business-focused in their undergraduate education, incorporate relatively little of the liberal arts into the undergraduate education."

The College Sustainability Report Card 2011 is out today, revealing the profiles of 322 schools and their sustainability policies. The fifth edition of the report by the Sustainable Endowments Institute assesses 52 indicators, ranging from green initiatives to recycling programs, and uses an A to F letter-grading system to evaluate different colleges and universities nationwide.

Some ...]]>

The College Sustainability Report Card 2011 is out today, revealing the profiles of 322 schools and their sustainability policies. The fifth edition of the report by the Sustainable Endowments Institute assesses 52 indicators, ranging from green initiatives to recycling programs, and uses an A to F letter-grading system to evaluate different colleges and universities nationwide.

Some New England campuses made honor roll with A- grades, including Amherst College, Brown University, College of the Atlantic, Middlebury College, Smith College, University of New Hampshire, University of Vermont, Wesleyan University, Williams College, Yale University and Harvard University.

Others followed close behind with B+ grades, including Clark University, Colby College, Dartmouth College, MIT, Northeastern University and Worcester Polytechnic Institute.

For more information, visit GreenReportCard.org.

Brandeis University trustees named George Washington University Law School dean Frederick M. Lawrence to succeed Jehuda Reinharz as Brandeis president, beginning after Jan. 1, 2011. Lawrence became dean of the GWU Law School in 2005, after nearly two decades teaching at the Boston University School of Law.

University of Connecticut trustees appointed Philip E. ...]]>

Brandeis University trustees named George Washington University Law School dean Frederick M. Lawrence to succeed Jehuda Reinharz as Brandeis president, beginning after Jan. 1, 2011. Lawrence became dean of the GWU Law School in 2005, after nearly two decades teaching at the Boston University School of Law.

University of Connecticut trustees appointed Philip E. Austin to serve as interim president of the university where he oversaw major growth as president from 1996 to 2007, including shepherding the $1 billion infrastructure improvement and private incentive program known as UConn 2000.

Jo Ann Rooney, former president of Spalding University in Kentucky, took the reins of Mount Ida College after the college's nine-month search to fill the position.

Debra Townsley, president of Nichols College was  named the new president of Peace College in Raleigh, N.C.

Boston College Law School dean John H. Garvey was appointed president of Catholic University of America—the D.C. college's first lay leader.