DOCSLIB.ORG

Award Recipients Award Recipients Honorable K

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Award Recipients Award Recipients Honorable K Tuesday,April 18, 2017 Comcast Center 1701 5:30-7:30 John F. Kennedy p.m. Blvd. Philadelphia, PA 19103 A Night at the Roundtable • April 18, 2017 A Night at the Roundtable • April 18, 2017 AWARD HONOREES AWARD HONOREES Honorable K. Leroy Irvis Honorable K. Leroy Irvis (continued) K. Leroy Irvis was a dedicated public servant His legislative efforts also considered the efficiency and accountability of and as such he worked tirelessly to enrich the The House. Such reforms include creation of the House Ethics Committee, lives of Pennsylvania citizens. the Lobbyist Registration Act, Legislative Audit Advisory Committee, and From the beginning of his political career the House Bipartisan Management Committee. until he retired, he received the firm support Representative Irvis graduated summa cum laude with degrees in History and earned the trust of his constituents. and English from New York State Teacher’s College. In 1939 he received a Representative Irvis was first elected to Master’s degree of English Literature from University of New York at Albany. represent the 19th Legislative District of His desire to learn persisted and he pursued another advanced degree. Irvis Pittsburgh, PA in 1958 and was re-elected to attended the University of Pittsburgh School of Law. In 1969 his law degree this seat for fifteen consecutive terms. His was converted into a Juris Doctorate. colleagues within the House of Representatives (The House) also bestowed Irvis was married to the former Cathryn L. Edwards. Speaker and Mrs. Irvis several noteworthy honors on him. The first honor occurred during his third are the parents of a son, Reginald D. Irvis, and a daughter, Sherri L. Irvis- term. He was elected Democratic Caucus Chairman, making him the first Hill. They have a son-in-law, Common Pleas Judge Glynnis D. Hill, and four African American elected to a leadership position. Later, he served as the grandchildren: Danae Lee Irvis, Elyse Irvis, Glenn Alexander Irvis-Hill, and Majority Caucus Chairman, Minority Whip and Majority Leader. Alyssa Hill. On May 23, 1977, Representative Irvis earned his most prestigious distinction; he was elected to serve as Speaker of The House, initially for one term. His election was unanimous. An honor he shared with Benjamin Dr. Constance Clayton Franklin who was also elected unanimously to Speaker during the From 1955 to 1964, Clayton worked as a fourth Revolutionary War period. He regained the Speaker position on January 4, grade teacher in the Philadelphia Public 1983 and remained in this position until he retired on November 30, 1988. School System, at the William H. Harrison Fulfilling the obligations of his leadership roles did not hamper Irvis’ School in North Philadelphia. From 1964 to ability to promote key pieces of legislation. He sponsored over 1,600 pieces 1969, she designed social studies curricula of legislation addressing his concerns for education, civil rights, health, for elementary grades. From 1969 to 1971, consumer protection, prison reform, housing and governmental reform. His she was the head of a new African and Afro- most noted achievements include the sponsorship and passage of legislation American Studies program, addressing issues creating the Pennsylvania Human Relations Commission, the Pennsylvania for students of all ages. Higher Education Equal Opportunity Program; the Pennsylvania Higher From 1973 to 1983, she was the first director and then the associate Education Assistance Agency (PHEAA), and the Minority Business superintendent of the Early Childhood Program for the Philadelphia school Development Authority. Irvis also introduced on the floor of The House the system. Under her direction, the program was seen as a national model. idea of a Community College System in the Commonwealth. His fellow During this time she also went back to school, earning her Ph.D. in 1974 and representatives credited him with being the “father” of the Community her EdD in educational administration from the University of Pennsylvania’s College System. Graduate School of Education in 1981. A Night at the Roundtable • April 18, 2017 A Night at the Roundtable • April 18, 2017 AWARD HONOREES AWARD HONOREES Dr. Constance Clayton (continued) Debra Weiner In 1983, Constance Clayton defeated 83 other candidates to become An advocate for public education since 1970, the superintendent of the Philadelphia Public School system. She was Debra Weiner initially worked in Philadelphia Philadelphia’s first African American woman superintendent. She served as a policy and school district budget in the position from 1983 to 1993. She also became president-elect of the analyst for several non-profits organizations national Council of Great City Schools. The Philadelphia school system before being named Special Assistant to the was the sixth largest school system in the United States, employing Pennsylvania Secretary of Education and approximately 24,500 teachers, administrators, and support staff at over subsequently Assistant Dean of the Temple 250 locations. University School of Law, where she developed programs about the law for K-12 students and Clayton set a number of goals for the city’s schools, including balancing the senior citizens. budget, standardizing the curriculum, and attracting private sector support. At the end of her first 8 years as superintendent, the school system had been After earning her doctorate in urban education at Temple University, she largely successful in meeting those goals. taught in the human services undergraduate program at Antioch University’s Philadelphia campus, advised the president of Community College of Clayton was a moral voice in support of children in the education system, Philadelphia and the Vice Dean of the College of General Studies at Penn emphasizing that “Somebody had better step forward and be the advocate for on partnerships with Philadelphia high schools, and became one of the kids.” She emphasized the need for federal, state, and city governments to all founding staff members of Philadelphia Futures, where she helped to design make a “concrete investment” in education. She recognized the difficulties the Sponsor-A-Scholar college prep program, performed data analysis of faced by many children, and promoted programs to address their needs, the progress of students, designed the academic enrichment and college including the Homeless Student Initiative, America 2000, a broader sexual retention components, and later served as a consultant to the school district education program, and acceptance of pregnant students who wish to on college guidance standards. While at Futures, she also co-founded graduate. “We must educate the kids born into poverty and despair. We must the Philadelphia College Prep Roundtable and created and co-directed value all kids and not just a select few. “We have enormously talented kids Youthworks College Bound, a summer academic enrichment program which who have a great deal of potential, children who are aspiring.” served 900 Philadelphia neighborhood high school students, marking the Since her retirement, Dr. Constance Clayton has continued to be active in first time that academic enrichment was recognized as a youth workforce the community and to serve on the boards of a number of institutions. The development strategy in the nation. Constance E. Clayton Professorship in Urban Education was established at While at Futures and subsequently at the After School Activities the University of Pennsylvania’s Graduate School of Education in 1992. It Partnerships, Debbie consulted with the school district on teacher received support from the William Penn Foundation, Cigna, Vanguard and recruitment and retention and school climate, then advised the United Way PNC Bank. Dr. Constance Clayton was the first African American woman on school partnerships and provided policy analysis to Public Citizens for to have a chair named for her at a predominantly white Ivy League U.S. Children and Youth on kindergarten readiness. She now serves as a pro bono university. The Clayton lecture series on urban education was also named in thought partner to rising leaders in a variety of educational non-profits and her honor. government agencies. A Night at the Roundtable • April 18, 2017 A Night at the Roundtable • April 18, 2017 AWARD RECIPIENTS AWARD RECIPIENTS HONORABLE K. LEROY IRVIS DR. CONSTANCE CLAYTON CIVIC ENGAGEMENT AWARD EDUCATION AWARD Senator Vincent J. Hughes Laura W. Perna Senator Vincent J. Hughes is a leading Laura W. Perna is James S. Riepe Professor progressive voice on local, state, and national and Executive Director of the Alliance issues. He was elected by his colleagues in forHigher Education and Democracy 2010 to be the Democratic Chairman of the (AHEAD) at the University of Pennsylvania Senate Appropriations Committee. He has (Penn). She has served as President of been a member of the Pennsylvania Senate for the Association for the Study of Higher over 20 years, first elected to represent the 7th Education (ASHE) and Vice President of Senatorial District in 1994. Senator Hughes the Postsecondary Division of the American served as a member of the Pennsylvania House of Representatives from 1987 Educational Research Association (AERA), and is currently chair of Penn’s to 1994. Faculty Senate. His commitment to creating access to college is demonstrated through Her research uses a range of methodological approaches to identify his service on the board of directors of the Pennsylvania Higher Education how social structures, educational practices,
Load more

Recommended publications
  • Our New Website Has Launched! the Future Is Now
    Alumnae Association of the Philadelphia High School for Girls March 2017 Philadelphia High School for Girls Our New Website Has Launched! The Future Is Now To Here are a few of the benefits accomplish you’ll see: the goals of our • Manage your member profile strategic and contact information plan and, directly indeed, our • Search for members and send mission, secure emails through the we’ve membership directory updated our website and membership • Manage your privacy infrastructure to leverage new preferences individually and technology. If you haven’t visited our independently website since its unveiling, take a • Organize every aspect of your look! class reunions from a single dashboard In a phased installation, the Alumnae • Share photos and event Association is implementing a new announcements with greater membership portal. This modern ease platform gives us a central dashboard • Pay dues and donate with just for 90% of our activities, improving a few clicks on your phone association communications, event planning, transparency, and engagement. It will also reduce cost as we reduce our dependence on third-party vendors. Our new platform will offer financial Please visit our refreshed tools for fundraising, donations, www.ghsalumnae.org, click the merchandise sales, membership Membership tab, and update your dues, and more, all seamlessly member profile from the link on that integrated. We’ll advance fundraising page. (Note: complete all fields; drives, sharing up-to-the-minute skipping required fields will hang-up progress toward the goal. Finally, registration) We’ll also send profile we’ll enable a mobile app, putting the invitations through email.
    [Show full text]
  • Guide, Sadie Tanner Mossell Alexander Papers
    A Guide to the Sadie Tanner Mossell Alexander Papers 1817-1985 (bulk 1920-1983) 83.0 Cubic feet UPT 50 A374S Prepared by Thomas G. Potterfield, Maureen B. Spectre, and Theresa R. Snyder, assisted by Susan M. Jenkins November 2015 The University Archives and Records Center 3401 Market Street, Suite 210 Philadelphia, PA 19104-3358 215.898.7024 Fax: 215.573.2036 www.archives.upenn.edu Sadie Tanner Mossell Alexander Papers UPT 50 A374S TABLE OF CONTENTS PROVENANCE...............................................................................................................................1 ARRANGEMENT...........................................................................................................................1 BIOGRAPHICAL NOTE................................................................................................................1 SCOPE AND CONTENT...............................................................................................................3 CONTROLLED ACCESS HEADINGS.........................................................................................6 INVENTORY.................................................................................................................................. 8 I. BIOGRAPHICAL AND AUTOBIOGRAPHICAL.............................................................. 8 II. PERSONAL CORRESPONDENCE..................................................................................13 III. GENERAL CORRESPONDENCE.................................................................................
    [Show full text]
  • Civic Activism, Helen Oakes, and the Philadelphia Public Schools, 1960–1989
    Outside In and Inside Out: Civic Activism, Helen Oakes, and the Philadelphia Public Schools, 1960–1989 N JANUARY 1952 THE SCHOOL EXECUTIVE, a professional journal for school administrators, published a special issue on citizens and Ischools that called attention to a flurry of citizen involvement with public education in the United States since the end of World War II. Of course, citizen participation in public education was, by then, nothing new. In the nineteenth century, citizens had often concerned themselves with schools, forming school societies, organizing advocacy groups, and joining school boards. Such volunteers were usually educated men of means, but women became involved too. The Civic Club of Philadelphia, for example, brought together many prominent white women who aimed to promote “by education and active cooperation a higher public spirit and better public order.” The club’s agenda included the election of women to school boards and the beautification of public schools.1 But even as these men and women were reaching out, the professionalization of teaching and the centralization of policy making were gradually chang- ing the relationship between citizens and schools, erecting barriers, both formal and informal, to citizens’ influence. A series of economic, social, and political crises after 1930 drove many Americans to engage with the public schools. The onset of the Great Depression convinced some businessmen and taxpayers to participate in deliberations about the financial support of public schools. In New York and Chicago, citizens’ committees formed that called for massive budget The author wishes to thank Herbert Ershkowitz and two anonymous reviewers for their helpful comments and suggestions.
    [Show full text]
  • "Children Achieving": Philadelphia's Education Reform. Co
    DOCUMENT RESUME ED 404 417 UD 031 534 TITLE A First-Year Evaluation Report of "Children Achieving": Philadelphia's Education Reform. INSTITUTION Consortium for Policy Research in Education, Philadelphia, PA. SPONS AGENCY Children Achieving Challenge, Philadelphia, PA. PUB DATE 96 NOTE 126p.; A separately published 20-page "executive summary" has been appended to the full report. PUB TYPE Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Academic Achievement; *Accountability; Cooperation; *Educational Change; Educational Finance; Elementary Secondary Education; Incentives; Inservice Teacher Education; *Organizational Development; Program Evaluation; *Standards; *Urban Education; Urban Schools IDENTIFIERS *Philadelphia School District PA ABSTRACT This report examines the process of school reform in Philadelphia (Pennsylvania) during the last half of the 1995-96 school year. It focuses on the progress of the Children Achieving initiative in the first 6 of the projected 22 clusters and considers 11 schools in these 6 clusters in detail. The focus of work in this first year of operation was to develop standards, put the infrastructure in place that would support reform, establish the relationships needed to make the infrastructure work, begin preparing teachers to use the new standards, and design and win support for an accountability system and incentives. The standards and incentives embedded into this accountability system will come into play in the future as "drivers" of the next stages of reform. Observation, review of documents, and interviews provided data that show that Children Achieving was on schedule and gaining momentum in spite of fiscal and political challenges. The vision supporting the reform was less well understood at the school level than at the central and cluster offices.
    [Show full text]
  • Radical Privatization in Philadelphia: School Leaders As Policy Entrepreneurs
    Radical Privatization in Philadelphia: School Leaders as Policy Entrepreneurs William Lowe Boyd Pennsylvania State University Jolley Bruce Christman Research for Action Elizabeth Useem Research for Action INTRODUCTION Recognizing the repeated failure of many conventional approaches to improving urban districts, school reformers have turned to increasingly radical ideas. Since a state takeover in 2001, the School District of Philadelphia has served as a laboratory for radical changes in school governance and management, most notably a complex privatization scheme that includes market solutions such as the diverse provider model of school management, expansion of charter schools, and extensive outsourcing of additional district functions. Educators and policy analysts nationwide have closely watched Philadelphia as a harbinger of things to come under the provisions of No Child Left Behind. In this chapter, we focus on the role of leadership in establishing early legitimacy for and confidence in a reform agenda that included radical departures from the local public sector governance and management by education professionals of large urban school districts established by the education Progressives. Philadelphia’s education reform is radical in three respects. First, the city’s school district has been the largest ever to be taken over by a state. Second, it has been the site of the 1 nation’s largest experiment to date in the outsourcing of school management to external organizations (the “diverse provider model”), and it has become home to 60 public charter schools. By the 2006-07 school year, over a third of the district’s 174,000 students attended public charter schools or those run by external private organizations.
    [Show full text]
  • School District of Philadelphia Student Achievement As Related to 2008
    Seton Hall University eRepository @ Seton Hall Seton Hall University Dissertations and Theses Seton Hall University Dissertations and Theses (ETDs) Spring 3-7-2013 School District of Philadelphia Student Achievement as Related to 2008-2009 K-8 Teachers' Perceptions of Major Academic Indicators Cheryl Mason-Dorman Seton Hall University Follow this and additional works at: https://scholarship.shu.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons Recommended Citation Mason-Dorman, Cheryl, "School District of Philadelphia Student Achievement as Related to 2008-2009 K-8 Teachers' Perceptions of Major Academic Indicators" (2013). Seton Hall University Dissertations and Theses (ETDs). 1848. https://scholarship.shu.edu/dissertations/1848 SCHOOL DISTRICT OF PHILADELPHIA STUDENT ACHIEVEMENT AS RELATED TO 2008-2009 K-8 TEACHERS' PERCEPTIONS OF MAJOR ACADEMIC INDICATORS A Dissertation Submitted in Partial Fulfillment ofthe Requirements for the Degree of DOCTOR OF EDUCATION in EXECUTIVE EDUCATIONAL LEADERSHIP by Cheryl Mason-Dorman, B.F.A., M.A., M.Ed. This Dissertation has been accepted for the Faculty ofSeton Hall University by Dissertation Committee: Dr. Daniel Gutmore, Chair/Advisor Dr. Elaine Walker Dr. Larry Aniloff Dr. Angela Whitsett Gilbert Seton Hall University 2013 SETON HALL UNIVERSITY COLLEGE OF EDUCATION AND HUMAN SERVICES OFFICE OF GRADUATE STUDIES APPROVAL FOR SUCCESSFUL DEFENSE Doctoral Candidate, Cheryl Mason Dorman, has successfully defended and made the required modifications to the text ofthe doctoral dissertation for the Ed.D. during this Fall Semester 2012. DISSERTATION COMMITTEE (please sign and date beside your name) Gutmore Committee Member: r:::(U r. Elaine Walker ~I \Al, Committee Member: Dr. L Aniloff Committee Member: Dr.
    [Show full text]
  • Jobs Rebuild America Redeem the Dream
    13 20 A T N R NU O AL REP REDEEM THE DREAM JOBS REBUILD AMERICA 2013 BOARD OFFICERS 2013 BOARD DIRECTORS Robert Keyes Scott Bass Michelle Lawrence Chair Vice President Senior VP VP/General Manager AmeriHealth Caritas Philadelphia Retail Market Enterprise Holdings Wells Fargo Company Dennis Bianchi Tina Simmons VP/General Manager Dennis Maple Vice-Chair Fox 29 President, K-12 Education Senior VP, Human Resources ARAMARK Comcast Corporation Lorina Marshall- Blake VP, Community Affairs Kim Bonner Massey Rosemary Turner Independence Blue Cross Regional Underwriting Officer/Director Secretary Cigna President, Chesapeake District Atif Bostic United Parcel Service VP/Sales Manager, Kevin D. Nesbitt Your Place Banking Senior VP/Customer Segment Joe Mbogo Citizens Bank Strategy Executive Treasurer Bank of America Partner Leanne Caret KPMG, LLP VP, Rotorcraft Systems Kimberly S. Reed The Boeing Company Managing Partner Thomas S. Biemer Reed Development Group, LLC General Counsel Charles Carrington Partner Partner Angela Simmons-Smith Dilworth Paxson, LLP Deloitte & Touche LLP Braskem America, Inc. Patricia Coulter John Dawkins Tim Smith President and CEO President and CEO Region President – The Urban League of Philadelphia JoDan Enterprises/McDonalds Licensee Consumer and Mass Business Markets Verizon Harold Epps President and CEO Tim Smyer PRWT Services, Inc. Market Manager Walmart Allison Green 2013 BOARD LIST Senior VP/Chief Diversity Officer Patrick Walsh Lincoln Financial Group Vice President, Marketing Villa Reverend Kevin Johnson, Ed.D Senior Pastor Robert Young Bright Hope Baptist Church Partner Price Waterhouse Cooper LLP Mellanie K. Lassiter External Affairs Manager Philadelphia County PECO 1 URBAN LEAGUE SUPPORTERS, MEMBERS AND FRIENDS, Fiscal Year 2013 has been an extraordinary year for The Urban League of Philadelphia.
    [Show full text]
  • Civic Engagement and Urban School Improvement: Hard-To-Learn Lessons from Philadelphia
    Civic Engagement and Urban School Improvement: Hard-to-Learn Lessons from Philadelphia Jolley Bruce Christman, Research for Action Amy Rhodes, Research for Action June 2002 © Copyright 2002 by the Consortium for Policy Research in Education Civic Engagement and Urban School Improvement: Hard-to-Learn Lessons from Philadelphia iii CONTENTS List of Tables, Figures, and Sidebars........................................................................................................... iv About the Children Achieving Challenge..................................................................................................... v Evaluation of Children Achieving ................................................................................................................. v Acknowledgments ........................................................................................................................................ v Children Achieving’s Theory of Action........................................................................................................ vi Additional Reading on Children Achieving ................................................................................................. vi Authors’ Note .............................................................................................................................................. vi Children Achieving Evaluation 1995-2001: Research Methods ..................................................................vii Introduction ..................................................................................................................................................1
    [Show full text]
  • February 17, 2001 (Pages 915-1132)
    Pennsylvania Bulletin Volume 31 (2001) Repository 2-17-2001 February 17, 2001 (Pages 915-1132) Pennsylvania Legislative Reference Bureau Follow this and additional works at: https://digitalcommons.law.villanova.edu/pabulletin_2001 Recommended Citation Pennsylvania Legislative Reference Bureau, "February 17, 2001 (Pages 915-1132)" (2001). Volume 31 (2001). 7. https://digitalcommons.law.villanova.edu/pabulletin_2001/7 This February is brought to you for free and open access by the Pennsylvania Bulletin Repository at Villanova University Charles Widger School of Law Digital Repository. It has been accepted for inclusion in Volume 31 (2001) by an authorized administrator of Villanova University Charles Widger School of Law Digital Repository. PENNSYLVANIA BULLETIN Volume 31 Number 7 Saturday, February 17, 2001 • Harrisburg, Pa. Pages 915—1132 Agencies in this issue: The General Assembly The Courts Department of Agriculture Department of Banking Department of Conservation and Natural Resources Department of Education Department of Environmental Protection Department of General Services Department of Health Department of Labor and Industry Department of Transportation Environmental Quality Board Executive Board Independent Regulatory Review Commission Insurance Department Legislative Reference Bureau Pennsylvania Council on Aging Pennsylvania Public Utilities Commission Treasury Department Turnpike Commission Detailed list of contents appears inside. PRINTED ON 100% RECYCLED PAPER Latest Pennsylvania Code Reporter (Master Transmittal Sheet): No. 315, February 2001 published weekly by Fry Communications, Inc. for the PENNSYLVANIA BULLETIN Commonwealth of Pennsylvania, Legislative Reference Bu- reau, 647 Main Capitol Building, State & Third Streets, (ISSN 0162-2137) Harrisburg, Pa. 17120, under the policy supervision and direction of the Joint Committee on Documents pursuant to Part II of Title 45 of the Pennsylvania Consolidated Statutes (relating to publication and effectiveness of Com- monwealth Documents).
    [Show full text]
  • Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009
    Bowdoin College Bowdoin Digital Commons Honors Projects Student Scholarship and Creative Work 2021 Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009 Nina Nayiri McKay Bowdoin College Follow this and additional works at: https://digitalcommons.bowdoin.edu/honorsprojects Part of the United States History Commons Recommended Citation McKay, Nina Nayiri, "Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009" (2021). Honors Projects. 245. https://digitalcommons.bowdoin.edu/honorsprojects/245 This Open Access Thesis is brought to you for free and open access by the Student Scholarship and Creative Work at Bowdoin Digital Commons. It has been accepted for inclusion in Honors Projects by an authorized administrator of Bowdoin Digital Commons. For more information, please contact [email protected]. Promises Unfulfilled: Integration and Segregation in Metropolitan Philadelphia Public Schools, 1954-2009 An Honors Paper for the Department of History By Nina Nayiri McKay Bowdoin College, 2021 ©2021 Nina Nayiri McKay 2 McKay Introduction In the mainstream historical narrative about school segregation in the United States, Philadelphia is rarely mentioned. Sandwiched between the nation’s largest city, New York, and its capital, Washington, DC., Philadelphia is often left in the shadows of its better-known mid- Atlantic neighbors. The city also did not garner national attention during the era of school desegregation; it was not the site of a court case that made it past the state level, and it did not see mass protests by segregationists of the kind that made fellow northern city Boston a national symbol of resistance to integration. But Philadelphia was home to one of the most persistent, long-lasting efforts at school integration in any city across the country.
    [Show full text]
  • The Philadelphia Education Fund
    Philadelphia Education Fund Past and Present: A History of the Philadelphia Education Fund Compiled by: Alex Dello Buono Edited by: Bukie Adekoje MAY 2017 www.philaedfund.org 0 Intro: Overview of the Philadelphia Education Fund Devoted to the mission of reform and improvement of education in the city of Philadelphia, the Philadelphia Education Fund (Ed Fund) has been providing valuable professional development for teachers, opening paths for students to obtain a college education and career success, as well as acting as a thought-leader for policy. Operating for over thirty years, the Philadelphia Education Fund has left a mark on the educational landscape of the city and has affected the lives of tens of thousands of students, thousands of teachers, and numerous schools. As an independent non-profit advocacy organization, the Philadelphia Education Fund has acted as an agent of change in the School District of Philadelphia as well as a neutral party that connects schools, businesses, and community stakeholders. Committed to the vision that, “all young people in Philadelphia have the skills www.philaedfund.org and opportunity to succeed in college and career,” the Ed Fund has provided numerous initiatives in fulfillment of its expectations and aspirations. From producing quality professional development for instructors to offering resources for students interested in college, the Ed Fund is a respected entity among educators within the School District of Philadelphia, the community, and beyond. 2017 © The bridges formed by the Philadelphia Education Fund allow the organization to act as an influential body in the city of Philadelphia. The Ed Fund has partnered with a wide array of entities.
    [Show full text]
  • The Pennsylvania State University
    The Pennsylvania State University The Graduate School College of Education A CURRICULAR POLICY FORTY YEARS IN THE MAKING: THE IMPLEMENTATION OF AN AFRICAN AMERICAN HISTORY COURSE IN THE PHILADELPHIA SCHOOL DISTRICT A Dissertation in Education Theory and Policy by Felicia C. Sanders © 2009 Felicia C. Sanders Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2009 The thesis of Felicia C. Sanders was reviewed and approved* by the following: Dana L. Mitra Assistant Professor of Education Dissertation Advisor Chair of Committee David Gamson Associate Professor of Education Professor-in-Charge, Education Theory and Policy Program Kimberly Griffin Assistant Professor of Education Emilie Smith Professor of Health and Human Development *Signatures are on file in the Graduate School. ii ABSTRACT African American students are among the lowest achieving minority groups in the United States public school system. Multicultural education literature argues that such a curriculum could help increase the academic achievement of Black students; however, there is very little evidence of this claim. In 2005, the Philadelphia School Reform Commission mandated that all high school students take a newly developed African American history (AAH) course as graduation requirement beginning with class of 2009, after 40 years of community request for such a course. Through a qualitative case study research approach, and using the theory of social construction of target populations (Schneider & Ingram, 1993) and a framework that explains common impediments to educational policy implementation (Shulman, 1983), this study seeks to examine why the District implemented the AAH course as a graduate requirement, how the District designed the course, and how the course was implemented by social studies teachers.
    [Show full text]