Black Power White Power in Public Education by Ralph Edwards PDF

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Extra info for Black Power White Power in Public Education

Example text

If we could take the broad view," he said, "I felt that we could intelligently address all the main problems. . and, with time, that's what I tried to do" (Wilson interview, April 19,1996). Wilson's strategy for developing this plan called for the creation of sixteen task forces, each charged with examining a separate educational issue. The issues were identified through mailed surveys to education stakeholders inside and outside the school system. The returned results were tabulated to identify major areas of concern, and the task forces that examined them were asked to submit recommendations to the superintendent.

Edwards 1989:164) But in the end, O'Bryant felt he had no choice except to support Wilson. "I took a gamble," he said. "I felt that I had to. We would just 32 Black Power/White Power in Public Education have to find a way to work with him, to try to straighten his head out" (Edwards 1989:165). By this time, however, Wilson had already gained the support of Robinson and Casper. Yet O'Bryant was determined to ensure Wilson's victory himself. He did not trust the committee's conservatives in racial matters (which he saw this case to be), and he had always led the committee on such matters himself.

In addition, in conjunction with Boston University in 1986, Wilson co-developed a training institute for the system's administrators. In 1985, he created Project Promise at the Timilty Middle School. Project Promise was a pilot instructional program whose success at Timilty, one of the city's poorest performing schools, later earned the school an achievement award from the president of the United States. These were important, but relatively unnoticed, accomplishments that could be traced to the earliest stages of Wilson's superintendency.

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