This new Garner title consolidates into one set of covers all the best advice on legislative drafting. Garner elucidates his blackletter principles with statutory rewrites from all 50 states as well as from federal statutes. He demonstrates how legislation can be streamlined, simplified, and clarified. The exmaples show stunning improvements.

Commissioned by the Uniform Law Commission, Garner's work here represents another in his string of first-rate reference books. No legislative drafter should be without it.

In the back of the book are two model statutes plus a typically poor statute annotated to explain its deficiencies. Also included is a groundbreaking essay on the optimal method for expressing criminal prohibitions.

Throughout the book appear shaded boxes containing timeless quotations from leading commentators on legislative drafting from the 18th century to the present day. Together the the book's extensive bibliography, these quotations place Garner's principles into a historical context. They also underscore the degree to which legislative drafters have neglected many long-standing principles of legal drafting.

The foreward by Harriet Lansing, president of the Uniform Law Commission, says of Garner's work: With these Guidelines--with his earlier booklet on court rules--Bryan Garner has made an incomparable contribution to clarity and coherence in the halls of our legislatures, the pages of our statute books, and the everyday world of all people as we try to plan our lives and predict legal consequences.

The full-scale assault on public education threatens not just public education but American democracy itself.
Public education as we know it is in trouble. Derek W. Black, a legal scholar and tenacious advocate, shows how major democratic and constitutional developments are intimately linked to the expansion of public education throughout American history. Schoolhouse Burningis grounded in pathbreaking, original research into how the nation, in its infancy, built itself around public education and, following the Civil War, enshrined education as a constitutional right that forever changed the trajectory of our democracy. Public education, alongside the right to vote, was the cornerstone of the recovery of the war-torn nation.
Today's current schooling trends -- the declining commitment to properly fund public education and the well-financed political agenda to expand vouchers and charter schools -- present a major assault on the democratic norms that public education represents and risk undermining one of the unique accomplishments of American society.

This book is a godsend a moving portrait for anyone wanting to go beyond the simplified labels and metrics and really understand an urban high school, and its highly individual, resilient, eager and brilliant students and educators. -- Dave Eggers, co-founder, 826 National and ScholarMatch

Darrell is a reflective, brilliant young man, who never thought of himself as a good student. He always struggled with his reading and writing skills. Darrell's father, a single parent, couldn't afford private tutors. By the end of middle school, Darrell's grades and his confidence were at an all time low. Then everything changed.

When education journalist Kristina Rizga first met Darrell at Mission High School, he was taking AP calculus class, writing a ten-page research paper, and had received several college acceptance letters. And Darrell was not an exception. More than 80 percent of Mission High seniors go to college every year, even though the school teaches large numbers of English learners and students from poor families.

So, why has the federal government been threatening to close Mission High -- and schools like it across the country?

The United States has been on a century long road toward increased standardization in our public schools, which resulted in a system that reduces the quality of education to primarily one metric: standardized test scores. According to this number, Mission High is a low-performing school even though its college enrollment, graduation, attendance rates and student surveys are some of the best in the country.

The qualities that matter the most in learning -- skills like critical thinking, intellectual engagement, resilience, empathy, self-management, and cultural flexibility -- can't be measured by multiple-choice questions designed by distant testing companies, Rizga argues, but they can be detected by skilled teachers in effective, personalized and humane classrooms that work for all students, not just the most motivated ones.

Based on four years of reporting with unprecedented access, the unforgettable, intimate stories in these pages throw open the doors to America's most talked about -- and arguably least understood -- public school classrooms where the largely invisible voices of our smart, resilient students and their committed educators can offer a clear and hopeful blueprint for what it takes to help all students succeed.

A witty and provocative treatise on the policies we'll need to make our public schools work for all children

From the anti-CRT panic to efforts to divert tax dollars to charter schools, the right-wing attack on education has cut deep. In response, millions of Americans have rallied to defend their cherished public schools. But this incisive book asks whether choosing between our embattled status quo and the stingy privatized vision of the right is the only path forward. In As Public as Possible, education expert David I. Backer argues for going on the offensive by radically expanding the very notion of the public in our public schools.

Helping us to imagine a more just and equitable future, As Public as Possible proposes a concrete set of policies aimed at providing a high-quality and truly public education for all Americans, regardless of wealth and race. With witty and provocative prose, Backer takes the reader on an enlightening tour of radical policy alternatives. He shows how we can decouple school funding from property tax revenue, evening out inequalities across districts by distributing resources according to need. He argues for direct federal grants instead of the predations of municipal debt markets. And he offers eye-opening examples spanning the past and present, from the former Yugoslavia to contemporary Philadelphia, which help us to imagine a radically different way of educating all of our children.

Despite the best efforts of educators, our nation's schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn't limited to low-income school districts: even our top schools aren't teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world.

Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation's most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization).

He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the &net; generation to excellence.

An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens.

For additional information about the author and the book, please go to www.schoolchange.org

From decreased funding to censorship controversies and rising student debt, the public perception of the value of higher education has become decidedly more negative. This crisis requires advocacy and action by policymakers, educators, and the public. Championing a Public Good presents a clear set of strategies and tools for advocates making the case for renewing our civic commitment to public higher education.

Taking a fresh look at one of the most controversial moments in the history of US higher education, the work of the Spellings Commission (2005-2008), Carolyn D. Commer argues that this body's public criticisms of higher education and its recommendation to increase accountability and oversight--via market-based metrics--accelerated the erosion of the concept of higher education as a public good. Countering that requires a careful, forceful approach on the part of advocates. Commer draws from the public record to demonstrate a common set of arguments, metaphors, and rhetorical frames that can, in fact, flip the public debate over higher education to champion the public value of universities and colleges over their value as market commodities.

Championing a Public Good is a powerful primer on how to change the course of public higher education in the United States. It will appeal especially to faculty, administrators, and policymakers in higher education.

America's higher education system is failing its students. In the space of a generation, we have gone from being the best-educated society in the world to one surpassed by eleven other nations in college graduation rates. Higher education is evolving into a caste system with separate and unequal tiers that take in students from different socio-economic backgrounds and leave them more unequal than when they first enrolled.

Until the 1970s, the United States had a proud history of promoting higher education for its citizens. The Morrill Act, the G.I. Bill and Pell Grants enabled Americans from across the income spectrum to attend college and the nation led the world in the percentage of young adults with baccalaureate degrees. Yet since 1980, progress has stalled. Young adults from low to middle income families are not much more likely to graduate from college than four decades ago. When less advantaged students do attend, they are largely sequestered into inferior and often profit-driven institutions, from which many emerge without degrees and shouldering crushing levels of debt.

In Degrees of Inequality, acclaimed political scientist Suzanne Mettler explains why the system has gone so horribly wrong and why the American Dream is increasingly out of reach for so many. In her eye-opening account, she illuminates how political partisanship has overshadowed America s commitment to equal access to higher education. As politicians capitulate to corporate interests, owners of for-profit colleges benefit, but for far too many students, higher education leaves them with little besides crippling student loan debt. Meanwhile, the nation s public universities have shifted the burden of rising costs onto students. In an era when a college degree is more linked than ever before to individual and societal well-being, these pressures conspire to make it increasingly difficult for students to stay in school long enough to graduate.

By abandoning their commitment to students, politicians are imperiling our highest ideals as a nation. Degrees of Inequality offers an impassioned call to reform a higher education system that has come to exacerbate, rather than mitigate, socioeconomic inequality in America.

From the bestselling author of Teacher Misery, comes a collection of outrageous stories from other teachers. In this book you'll find a bit of everything including the usual helicopter parents and awful administration, horrendous student behavior with no consequences, and crazy-ass parents and their insane requests. But you'll also find weirdly entertaining stories about a little kid with a foot fetish, a group of teachers chasing a naked kid around the school parking lot, and two pregnant sisters fighting over the same baby daddy on the first day of school. There's plenty of gross stuff, like all the strange places kids put their poop and dirty maxi pads, a Barbie in a butthole, and kids who masturbate in class and hump desks. Unlike her other books, Morris included a sprinkling of tales that will break your heart and a few that will give you the warm and fuzzies we all need to keep going. This book is hilarious, shocking, heartwarming, sad, gross, and sometimes inspiring because that is what teaching is really like.

FEDERALISM IMPERATIVE IN POST-CONFLICT AFRICA: THE CASE OF SOMALIA is a groundbreaking exploration of federalism in Somalia, the author delves deep into the complex tapestry of history, politics and culture that shapes the nation's governance structure. From the ashes of conflict emerges a critical question: Can federalism be the key to unlocking stability and fostering progress in this war-torn nation? This comprehensive analysis traces the evolution of federalism from its conceptual roots to its modern-day applications across the globe, before honing in on Somalia's unique context. Drawing on comparative studies of federal systems in established democracies, multinational states and post conflict societies, the author illuminates the potential and pitfalls of federalism in addressing Somalia's multifaceted challenges. Readers will gain insights into: The interplay between Somali culture, Islam and federal governance, factors shaping federalism's implementation, tools and instruments guiding Somalia's federal experiment, the impact of federalism on political, social and economic development. With unflinching clarity, the author exposes the weaknesses in Somalia's current federal system and proposes bold reforms.

This work not only contributes to the academic discourse on federalism in post-conflict African contexts but also offers practical solutions for policymakers and stakeholders invested in Somalia's future. Whether you're a policy maker, a political scientist, a student of international relations or a concerned global citizen, this book provides an essential framework for understanding one of the most pressing governance challenges of our time. As Somalia stands at a crossroads, this timely analysis asks: Will federalism pave the way to peace and prosperity or will it deepen the fissures that have long divided the nation.

As education becomes more dependent on data-intensive algorithmic systems, private corporate power continues to grow. Left unregulated, the implications for children's basic rights and future life chances are not to be underestimated.

In this book, Velislava Hillman argues that datafication, i.e. turning all human actions into data, and surveillance have been normalised in eductional settings and shows how edtech products are not improving education equally for all children. She calls for a licensing regime which drives the edtech industry towards ethical practices and meeting appropriate standards before they are allowed to operate in schools. Looking beyond edtech's potentials, this book outlines a governance framework across socio-technical, ethical, critical pedagogic, and human rights imperatives for governing the digitisation of education.

How universities can navigate affirmative action bans to protect diversity in student admissions

Diversity in higher education is under attack as the Supreme Court considers the future of affirmative action, or race-conscious admissions practices, at American colleges and universities. In On the Basis of Race, Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy.

From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned. Foley takes us behind the curtain of student admissions, shedding light on how multiple universities, including the University of Michigan, have creatively responded to affirmative action bans. On the Basis of Race traces the history of a controversial idea and policy, and provides insight into its uncertain future.

All of us want to make sure that the educational opportunities that we provide our children are going to meet their needs and those of our society. But how to translate that goal into national policy and the real world of the classroom is hardly unanimous - largely because the translation is itself rooted in personal convictions and assumptions that are often without any solid empirical research support. We assume, for example, that classroom time that is not on task is really time wasted and that students will learn more if they were kept busy and focused every minute of the school day. The problem with this is that research (and even our own experience) shows that the on task assumption simply is not valid. In Ten Common Myths in American Education Mordechai Gordon, who is quickly establishing himself as one of the top Educational Foundations scholars in this country, directly examines ten such assumptions. He points out that all of them, despite their popularity and public acceptance, are grounded on thin or nonexistent research - and that they are effectively subverting the fundamental educational goal upon which we all agree. Ten Common Myths is a book that will open your eyes - whether you are an administrator, policy maker, teacher, parent, or student. It will help you begin to reevaluate what our schools really should be doing. And maybe, just maybe, the conversation will begin that will result in schools where the real needs of students and our society are actually met.

The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but.

Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races.

Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.

American public schools are in deep trouble. They are still characterized by ethnic and class segregation, grossly unequal teaching and learning facilities, and governed by mammoth bureaucracies with a plethora of contradictory policies and goals. For many low and medium income students, college is still not an option due to high tuition rates and poor primary school education. Is there any hope? Affirmative Action for All Our Children: And Why College Education Should Be Free tackles the hard truth and comes up with a compelling answer to solve all of these problems: the Federal Government should completely take over the education system. According to author Alain Corcos, such a takeover needs to include the federal government financing the entire education system from preschool to college, training teachers and paying their salaries, building and maintaining school facilities, developing the best curriculum to prepare all children to face today's world, and providing tuition-free college for students willing to give back by serving their nation in some capacity for two years between the ages of eighteen and twenty. Affirmative Action for All Our Children: And Why College Education Should Be Free lays out a detailed plan that paves the way for US public schools to become the best in the world. However, time is of the essence because any change will take at least two generations to affect the nation.

One civil rights-era law has reshaped American society-and contributed to the country's ongoing culture wars

Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies-most recently the Obama administration's 2016 mandates on sexual harassment and transgender rights.

In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of equal educational opportunity have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars-and almost certainly will remain so for years to come.

It turns out that you can be honest and modest and succeed in Washington-just don't stay too long.

An apolitical academic, an unknown, is appointed to the White House to advise the administration on STEM education, a topic absent of interest by the president. Until that is, fans begin to accumulate, and momentum builds. A hire of disinterested necessity-merely an act of compliance with Congress-becomes a pivotal character triangulated between a workforce-focused West Wing, federal agencies fiercely guarding their independence, and a national groundswell-indeed an emerging movement-desperate for a North Star.

This modern-day Gulliver's Travels in Bureaucracyland begins benignly enough. America's education systems must respond to the needs of industry, and thus the economy, and produce more scientists, technologists, engineers, mathematicians, and related professionals Congress declared in 2010. The White House's science and technology policy office was assigned to write a strategic plan and update it every five years. The first came out in 2013, due to expire in 2018. The Trump administration was on the hook, but as of 2017, it was on no one's radar.

Under pressure and getting heat from Capitol Hill, the administration rolodexed who's whom in STEM and recruited a state servant for the federal chore. Short on time, oblivious to political polarity, unbound to beltway traditions, and unfazed by saboteurs, the Midwesterner blazed new trails for how D.C. can work in setting education policy.

From decreased funding to censorship controversies and rising student debt, the public perception of the value of higher education has become decidedly more negative. This crisis requires advocacy and action by policymakers, educators, and the public. Championing a Public Good presents a clear set of strategies and tools for advocates making the case for renewing our civic commitment to public higher education.

Taking a fresh look at one of the most controversial moments in the history of US higher education, the work of the Spellings Commission (2005-2008), Carolyn D. Commer argues that this body's public criticisms of higher education and its recommendation to increase accountability and oversight--via market-based metrics--accelerated the erosion of the concept of higher education as a public good. Countering that requires a careful, forceful approach on the part of advocates. Commer draws from the public record to demonstrate a common set of arguments, metaphors, and rhetorical frames that can, in fact, flip the public debate over higher education to champion the public value of universities and colleges over their value as market commodities.

Championing a Public Good is a powerful primer on how to change the course of public higher education in the United States. It will appeal especially to faculty, administrators, and policymakers in higher education.

Drawing on rich case studies of Baltimore City and Boston, this volume identifies policy factors and processes critical to the successful district-wide adoption of community schools.

By applying the Multiple Streams Model (Kingdon) to comparative analysis of policy determination and the narratives of local stakeholders across a 16-year period, chapters illustrate the role of federal legislation, funding, and buy-in from coalitions, community leaders, and local advocates in ensuring policy adoption in Baltimore City. In contrast, Boston's more limited reforms are explained in light of local challenges and hindering dynamics. Ultimately, the volume offers key recommendations for stakeholders to drive successful policy uptake in urban school districts.

Offering a new analysis of policy for community schools, this volume will be of interest to students, scholars, and researchers with an interest in school reform, as well as urban education.

Dr. Mary Scandrett Red Stilettos and a Diet Coke is a hands-on guide for educators and parents on how to improve our public school educational system in the age of Covid. Dr. Mary Scandrett was an educator for 30 years. She began her teaching career as a Special Education teacher at Belleville Township High School East at the age of 23 years old where the majority of her students were a foot taller than her. She then relocated to Oshkosh, WI where she taught English as a second language to the Hmong people of Laos. She then went on to receive her Doctorate in Education at St. Louis University. Mary, in her free time, would spend her days by the beach in sunny Florida or planting flowers everywhere, especially hibiscus and impatiens. She spent the better part of 20 years creating this book. It was her dream to make a difference and to improve the way the schools across America function. Although she has passed, Matthew, her son can only hope that her life lives on within the pages of this book. In loving memory, Mary A. Scandrett December 19, 1949 - October 1, 2021