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The Rise and Fall of an Urban School System
The updated edition of a highly-regarded work in educational studies.
Publication
None
Mercy High School of Michigan
Some 15,000 women are graduates of Mercy High School in southeastern Michigan. Since 1945, when it opened as Our Lady of Mercy High School in northwest Detroit, its graduates have embodied the school motto: "Women Who Make a Difference." In 1965, the school moved from its original building on the Mercy College campus to a mid-century modern building 11 miles away in the Detroit suburb of Farmington Hills. The school was established by the Sisters of Mercy, a Roman Catholic religious order with 6,200 sisters worldwide. Among its graduates are luminaries in the arts, medicine, sports, business, government, and military service. The Mercy Marlins sports teams have won numerous state championships in swimming, basketball, hockey, softball, lacrosse, golf, and other sports. This book commemorates Mercy High's 75th anniversary and reflects the impact of "Mercy Girls" on their communities, country, and around the world.
Investigation of Students for a Democratic Society ...
Pt. 4: Investigates American University chapter of Students for a Democratic Society (SDS); pt. 5: investigates activities of Communist Party, Students for a Democratic Society (SDS), and DuBois Club in and around the University of Chicago; pt. 6-A: Investigates SDS efforts to recruit Columbus, Ohio high school and working-class youth; pt. 6-B: Investigates attempts by SDS to recruit high school students in Akron, Ohio, Detroit, Mich., and Pittsburgh, Pa.; pt. 7-A: Investigates how SDS engineered release of U.S. POWs from North Vietnam for anti-war propaganda purposes; pt. 7-B: Investigates activities of Students for a Democratic Society and their involvement in antiwar activities and civil disturbances.
The Failed Promise of the American High School, 1890-1995
This provocative new study of the American high school examines the historical debates about curriculum policy and also traces changes in the institution itself, as evidenced by what students actually studied. Contrary to conventional accounts, the authors argue that beginning in the 1930s, American high schools shifted from institutions primarily concerned with academic and vocational education to institutions mainly focused on custodial care of adolescents. Claiming that these changes reflected educators' racial, class, and gender biases, the authors offer original suggestions for policy adjustments that may lead to greater educational equality for our ever-growing and ever more diverse population of students.
