Staff View: The Broken Contract: Connecticut Citizens Look at Public Education.

The Broken Contract: Connecticut Citizens Look at Public Education.

Bibliographic Details
Main Authors:	Immerwahr, John., Boese, Jill., Friedman, Will.
Format:	Villanova Faculty Authorship
Language:	English
Published:	1994
Online Access:	http://ezproxy.villanova.edu/login?url=https://digital.library.villanova.edu/Item/vudl:177220

Main Authors:

Immerwahr, John., Boese, Jill., Friedman, Will.

Format:

Villanova Faculty Authorship

Language:

English

Published:

1994

Online Access:

http://ezproxy.villanova.edu/login?url=https://digital.library.villanova.edu/Item/vudl:177220

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spelling	The Broken Contract: Connecticut Citizens Look at Public Education. Immerwahr, John. Boese, Jill. Friedman, Will. A state-wide survey of public attitudes about education in Connecticut conducted by Public Agenda, supplemented by focus groups and a survey of educators and community leaders, suggests that the Connecticut public is ambivalent about support for education and for proposals to integrate the schools. Resistance seems to stem from the public perception that educators and parents themselves have broken the contract with the public. The Connecticut public believes that the schools are failing to maintain a safe environment for children, that they are not doing a good job of teaching the basics, and that the schools are not stressing discipline and good work habits. They also think that parents are not fulfilling their responsibilities. The study focuses specifically on integration and the plight of inner-city schools, where the problems recognized throughout the state are seen as compounded by social problems. African Americans are more likely (87 percent) than Whites (67 percent) to endorse integration as a goal and a value, with Latinos between the two groups (81 percent), but there is general agreement about violence, crime, and drugs in the schools. Eighteen tables present survey findings. Contains an eight-item list of related Public Agenda publications. 1994 Villanova Faculty Authorship vudl:177220 Public Agenda, 1994. en
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The Broken Contract: Connecticut Citizens Look at Public Education.
Immerwahr, John.
Boese, Jill.
Friedman, Will.
A state-wide survey of public attitudes about education in Connecticut conducted by Public Agenda, supplemented by focus groups and a survey of educators and community leaders, suggests that the Connecticut public is ambivalent about support for education and for proposals to integrate the schools. Resistance seems to stem from the public perception that educators and parents themselves have broken the contract with the public. The Connecticut public believes that the schools are failing to maintain a safe environment for children, that they are not doing a good job of teaching the basics, and that the schools are not stressing discipline and good work habits. They also think that parents are not fulfilling their responsibilities. The study focuses specifically on integration and the plight of inner-city schools, where the problems recognized throughout the state are seen as compounded by social problems. African Americans are more likely (87 percent) than Whites (67 percent) to endorse integration as a goal and a value, with Latinos between the two groups (81 percent), but there is general agreement about violence, crime, and drugs in the schools. Eighteen tables present survey findings. Contains an eight-item list of related Public Agenda publications.
1994
Villanova Faculty Authorship
vudl:177220
Public Agenda, 1994.
en

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The Broken Contract: Connecticut Citizens Look at Public Education.

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Immerwahr, John.
Boese, Jill.
Friedman, Will.

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Friedman, Will.

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