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It is a place I can go to escape my problems for awhile and release some stress.

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Second, the fear of closure might generate improvement in some low-performing schools. Failure in public education has had fewer consequences (for adults) than in other fields, a fact that might contribute to the persistent struggles of some schools. We should have limited expectations in this regard, however. Even in the private sector, where the consequences for poor performance are significant, some low-performing entities never become successful.

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The churn caused by closures isn’t something to be feared; on the contrary, it’s a familiar prerequisite for industry health. Richard Foster and Sarah Kaplan’s brilliant 2001 book Creative Destruction catalogued the ubiquity of turnover in thriving industries, including the eventual loss of once-dominant players. Churn generates new ideas, ensures responsiveness, facilitates needed change, and empowers the best to do more.

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Viewed within the framework of present day social constructionist theory or simply post- theory, the current essay Close but not Deep: Literary Ethics and the Descriptive Turn show how both Critical Hermeneutics and Descriptive Sociology disavow Traditional Humanist categories....

A strong essay: demonstrates an understanding of political courage described by John F


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The books and plays and poem to which I was introduced by this schoolmistress I like in exactly the same way as I used to like the penny bloods; that is to say. I enjoy reading them or heading them read, because they interested me. I read them for pleasure. At that school owing to the sense and understanding of this schoolmistress there was no nonsense about its being priggish or sissy to like good books. We only knew a book was good because we liked it. We did not know, for instance, that David Copperfield was an English classic. We only knew that one day the schoolmistress brought a copy into class, and made us start reading aloud about David going to church on Sunday morning, and about his visit to the upturned boat at Yarmouth, in which the Peggottys lived. These things delighted us and made us laugh and so we thought that David Copperfield
was a good book and enjoyed it, in just the same way as we were enjoying P. G. Wodehouse’s school stories in the Captain.

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A 2006 NewSchools Venture Fund study confirmed a widespread aversion to takeover-and-turnaround strategies among successful school operators. Only 4 of 36 organizations interviewed expressed interest in restructuring existing schools. Remarkably, rather than trusting successful school operators’ track records and informed opinion that start-ups are the way to go, Secretary Duncan urged them to get into the turnaround business during a speech at the 2009 National Charter Schools Conference.

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Despite this evidence, some continue to advocate for improved turnaround efforts. Nancy Grasmick supports recognizing turnarounds as a unique discipline. Frederick Hess and Thomas Gift have argued for developing school restructuring leaders; Bryan Hassel and Emily Ayscue Hassel have recommended that states and districts “fuel the pipeline” of untraditional turnaround specialists. NewSchools Venture Fund, the Education Commission of the States, and the research firm Mass Insight have offered related turnaround strategies.

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We shouldn’t be surprised then that turnarounds in urban education have largely failed. The surprise and shame is that urban public education, unlike nearly every other industry, profession, and field, has never developed a sensible solution to its continuous failures. After undergoing improvement efforts, a struggling private firm that continues to lose money will close, get taken over, or go bankrupt. Unfit elected officials are voted out of office. The worst lawyers can be disbarred, and the most negligent doctors can lose their licenses. Urban school districts, at long last, need an equivalent.