ABSTRACT
This chapter focuses on school-based and special education leaders and the development of academic success in an urban climate. Urban school districts have a relatively high: rate of poverty as measured by free and reduced lunch data; proportion of students of color and proportion of students with limited English proficiency (ESL). It describes ramifications of these environs related to instruction. The CCSS were created to prepare all students, regardless of geographical locale, for the requirements of both postsecondary education and vocational paths. The chapter explores standards can be applied in urban populations that are college-bound and those that choose the workforce upon graduation. For urban students on a college-bound path, the Common Core provides an opportunity to practice, perfect, and receive substantive feedback on their ability to master complex tasks as first-year college students. School leaders want to persuade and encourage urban families to become involved in the implementation of the CCSS so they have a voice in decision making.
