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Philadelphia’s urban renewal efforts in the 1950s, which re-envisioned the city as a residential enclave, were an early example of gentrification. In West Philadelphia in the 1960s, a coalition of universities and hospitals went further, initiating K-12 public school improvements meant to attract an affluent and whiter population. As Edward Epstein details in Race, Real Estate, and Education, these interventions discounted the negative impact they could have on neighborhood residents.

Epstein outlines the citywide context for the plan to create “University City” in West Philadelphia. He recounts the attempts to correct the segregation, overcrowding, and authoritarian management that plagued Philadelphia’s public schools. As the West Philadelphia Corporation, the proxy for the universities and hospitals, initiated gentrification efforts, the local community resisted and protested, causing the project to fail. The effort was revived with spectacular success, however, with the launch of the well-funded Penn Alexander School in 2001.

Race, Real Estate, and Education shows how the pursuit of urbanist ideals sometimes deepens neighborhood injustice. Epstein’s exploration of whether Philadelphia’s overall approach was beneficial or misguided presents a cautionary tale.

In the series Urban Life, Landscape, and Policy

2022 National Association for Chicana and Chicano Studies Book Award
Tejas Foco Non-fiction Book Award, National Association for Chicana and Chicano Studies
2021 Tejano Book Prize, Tejano Genealogy Society of Austin
2021 Jim Parish Award for Documentation and Publication of Local and Regional History, Webb County Heritage Foundation
2021 Runner-up, Ramirez Family Award for Most Significant Scholarly Book

The first book on the history of escuelitas, Reading, Writing, and Revolution examines the integral role these grassroots community schools played in shaping Mexican American identity.

Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans’ relationship to education—including their enrollment in the Spanish-language community schools called escuelitas—served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity.

Philis M. Barragán Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragán Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.

An expansive study of the problems encountered by educational leaders in pursuit of reform, and how these issues cyclically translate into future topics of reform.

School reform is almost always born out of big dreams and well-meaning desires to change the status quo. But between lofty reform legislation and the students whose education is at stake, there are numerous additional policies and policymakers who determine how reforms operate. Even in the best cases, school reform initiatives can perpetuate problems created by earlier reforms or existing injustices, all while introducing new complications. In Reforming the Reform, political scientist Susan L. Moffitt, education policy scholar Michaela Krug O’Neill, and the late policy and education scholar David K. Cohen take on a wide-ranging examination of the many intricacies of school reform.

With a particular focus on policymakers in the spaces between legislation and implementation, such as the countless school superintendents and district leaders tasked with developing new policies in the unique context of their district or schools, the authors identify common problems that arise when trying to operationalize ambitious reform ideas. Their research draws on more than 250 interviews with administrators in Tennessee and California (chosen as contrasts for their different political makeup and centralization of the education system) and is presented here alongside survey data from across the United States as well as archival data to demonstrate how public schools shoulder enormous responsibilities for the American social safety net. They provide a general explanation for problems facing social policy reforms in federalist systems (including healthcare) and offer pathways forward for education policy in particular.