New York
She wanted to provide students with the experience of being in charge while helping them to develop skills in written and oral communication and logic. Believing students must be treated- and must see themselves- as working evaluators, the teacher also believed staff members could get usable information about their programs from student evaluators. Throughout, she assured students their evaluations were real and would be used in the programs.
Related Content
Elsewhere Online
- Campell, P., Edgar, S. and Halsted, A.L. (October 1994) “Students as Evaluators: A Model for Program Evaluation,” Phi Delta Kappan, 76, 2.
Activities
Working with teachers, administrators, parents, school board members and community organization leaders the student/adult gathering had 125 participants. They came up with a list of education reforms that included:
- Making arrangements to distribute school newsletters in languages other than English
- Planning a new community youth center
- Starting a radio program produced by students
- Setting up mentorships for young people with adults in the community
- Arranging to make schools more available for community activities
Related Content
References
- Beane, James A., and Michael W. Apple. “The case for democratic schools.” Democratic schools (1995): 1-25.
Activities
The NY Union worked with hundreds of students statewide to create a list of ten demands for schools.
- No suspensions, involuntary transfers, exclusion from classes, detention, harassment of students. Due process for students.
- No cops in schools, no narcos, security guards, plain clothesmen, informers.
- No program cards, hall checks, ID’s, passes.
- An end to commercial and general diplomas, one diploma for every student upon graduation.
- Open admissions to colleges, a college education free for everyone who wants one.
- Jobs and housing for every student who wants them on graduating, dropping out, or leaving home. The army is not a decent job.
- No military recruiting in schools, no military assemblies, literature, no sending names to draft boards or recruiters. An immediate end to the draft.
- Black and Latin departments controlled by Black and Latin students.
- Community control of the schools and every other community facility. Students are part of the community.
- POWER! Student control of curriculum, publications, assemblies, clubs, student government, dress, etc. The right to organize politically.
- We support the fifteen points of the Black and Puerto Rican Citywide HS Council.
Related topics
References
- New York High School Free Press (an underground newspaper), No. 8, reprinted in Birmingham, J. (1970) Our Time Is Now: Notes from the High School Underground. New York: Praeger. p 178.
Its Youth Power Project encourages community youth, aged 5-19, to become leaders in their neighborhood and activists in their schools.
More Info
- Make the Road by Walking
CC9 was comprised of students, parents, neighborhood residents and seven community-based organizations in the Bronx.
More Info
- More info on this organization is not available at this time. Please share your info with us using the comments section below!