Progressive Education in the 21st Century – Second Edition
Edited By Susan F. Semel, Alan R. Sadovnik and Ryan W. Coughlan
Chapter 8. Central Park East (CPE 1): An Experiment in Public Progressive Education
| 239 →
· 8 ·
CENTRAL PARK EAST (CPE 1)
An Experiment in Public Progressive Education
In the year 2015, progressive education is alive but struggling in the New York City public education system. From the earliest days of public education in New York City,1 schools have been shaped by tensions between innovation and standardization, between initiative on a school and community level and central control, and between pedagogy and politics. In the 1970s, a number of “schools within schools” were created by dividing large, underutilized school buildings, where teachers seldom knew all of the students in the school, into multiple small schools within the same educational complex. In a smaller school, all of the teachers and students would know each other, and teachers could adapt the curriculum to the learning of the students in deliberate ways.2 Many of the reorganized schools had specific themes or ways of working with children. For example, a school could have an environmental theme or adopt an open classroom approach to teaching. These schools had clear identities and provided a small number of parents with the choice to enroll their children in an alternative educational environment. One of these schools was Central Park East Elementary School (CPE 1).
The movement to create small schools was born in a struggling school district in New York City. In 1973, Anthony Alvarado, a thirty-one-year-old innovative educator, was appointed superintendent of schools in District 4, ← 239...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.