In the past two decades in the United States, more than 1,600 Catholic elementary and secondary schools have closed, and more than 4,500 charter schools―public schools that are often privately operated and freed from certain regulations―have opened, many in urban areas. With a particular emphasis on Catholic school closures, Lost Classroom, Lost Community examines the implications of these dramatic shifts in the urban educational landscape. More than just educational institutions, Catholic schools promote the development of social capital―the social networks and mutual trust that form the foundation of safe and cohesive communities. Drawing on data from the Project on Human Development in Chicago Neighborhoods and crime reports collected at the police beat or census tract level in Chicago, Philadelphia, and Los Angeles, Margaret F. Brinig and Nicole Stelle Garnett demonstrate that the loss of Catholic schools triggers disorder, crime, and an overall decline in community cohesiveness, and suggest that new charter schools fail to fill the gaps left behind. This book shows that the closing of Catholic schools harms the very communities they were created to bring together and serve, and it will have vital implications for both education and policing policy debates.

Lost Classroom, Lost Community: Catholic Schools' Importance in Urban America

Brinig, Margaret F.

Garnett, Nicole Stelle

Oxford University Press

Studies on the Abuse and Decline of Reason is a series of fascinating essays on the study of social phenomena. How to best and most accurately study social interactions has long been debated intensely, and there are two main approaches: the positivists, who ignore intent and belief and draw on methods based in the sciences; and the nonpositivists, who argue that opinions and ideas drive action and are central to understanding social behavior. F. A. Hayek’s opposition to the positivists and their claims to scientific rigor and certainty in the study of human behavior is a running theme of this important book. Hayek argues that the vast number of elements whose interactions create social structures and institutions make it unlikely that social science can predict precise outcomes. Instead, he contends, we should strive to simply understand the principles by which phenomena are produced. For Hayek this modesty of aspirations went hand in hand with his concern over widespread enthusiasm for economic planning. As a result, these essays are relevant to ongoing debates within the social sciences and to discussion about the role government can and should play in the economy.

Business & Money

Economics

University of Chicago Press

In the past two decades in the United States, more than 1,600 Catholic elementary and secondary schools have closed, and more than 4,500 charter schools—public schools that are often privately operated and freed from certain regulations—have opened, many in urban areas. With a particular emphasis on Catholic school closures, Lost Classroom, Lost Community examines the implications of these dramatic shifts in the urban educational landscape. More than just educational institutions, Catholic schools promote the development of social capital—the social networks and mutual trust that form the foundation of safe and cohesive communities. Drawing on data from the Project on Human Development in Chicago Neighborhoods and crime reports collected at the police beat or census tract level in Chicago, Philadelphia, and Los Angeles, Margaret F. Brinig and Nicole Stelle Garnett demonstrate that the loss of Catholic schools triggers disorder, crime, and an overall decline in community cohesiveness, and suggest that new charter schools fail to fill the gaps left behind. This book shows that the closing of Catholic schools harms the very communities they were created to bring together and serve, and it will have vital implications for both education and policing policy debates.

This timely and important book highlights the multiple, often overlooked, and frequently misunderstood connections between land use and development policies and policing practices. In order to do so, the book draws upon multiple literatures―especially law, history, economics, sociology, and psychology―as well as concrete case studies to better explore how these policy arenas, generally treated as completely unrelated, intersect and conflict. 
Nicole Stelle Garnett identifies different types of urban “disorder,” some that may be precursors to serious crime and social deviancy, others that may be benign or even contribute positively to urban vitality. The book’s unique approach―to analyze city policies through the lens of order and disorder―provides a clearer understanding, generally, of how cities work (and why they sometimes do not), and specifically, of what disorder is and how it affects city life.

Ordering the City: Land Use, Policing, and the Restoration of Urban America

Politics & Social Sciences

Sociology

Yale University Press

The Education Law &amp; Policy Review is an academically rigorous peer-reviewed law and policy journal providing scholarly reviews and commentary on national and international issues in education law and policy in K-12 and Higher Education. Authors are invited to submit publication ready manuscripts for consideration for publication and scholarly peer-review. Articles should address current issues in education law and policy of national or international significance. Articles should conform to the style and academic rigor of articles published in other scholarly law journals. Citations should be formatted as footnotes and follow THE BLUEBOOK: AN UNIFORM SYSTEM OF CITATION (19th Ed.). See the current issue of the Education Law &amp; Policy Review for style and formatting examples for all manuscript submissions.

Education Law & Policy Review Volume 5

Dayton, John

Consortium, Education Law

Levin, Hillel Y.

Rippner, Jennifer

Saiger, Aaron

Scafidi, Benjamin

Sweetland, Scott Rodger

Welsh, Richard O.

Specialties

Independently published

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