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Using the study’s data, it identifies three themes: the diminishing role of school boards, the significance of local events, and the policy implications of rising city population diversity.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-shapes-inner-city-education-policy-issue-61-study-abstract-and-introduction/597316/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-shapes-inner-city-education-policy-issue-61-study-abstract-and-introduction/597316.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Which urban school boards and regions does the paper compare?","Question",{"text":62,"@type":63},"The paper studies responses by two large urban Canadian school boards: Winnipeg and Toronto.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What three themes does the paper use to explain change in inner-city education policy?",{"text":67,"@type":63},"It highlights: (1) the diminishing role of school boards as provinces took more control, (2) the importance of unique and sometimes unexpected local events, and (3) the implications of increasing population diversity in cities.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the paper relate education outcomes to socio-economic status?",{"text":71,"@type":63},"It notes that socio-economic status remains the strongest predictor of education outcomes and of broader life outcomes, even though poverty receives attention only intermittently in policy and research.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},597316,1792190217,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Canadian Journal of Educational Administration and Policy, Issue \\#61, June 4, 2007. © by CJEAP and the author(s) .  \nWhat Shapes Inner-City Education Policy?  \nBen Levin, Jane Gaskell & Katina Pollock, Ontario Institute for Studies in Education, University  \nof Toronto  \nAbstract  \nThis paper is part of a larger study looking at the issues involved as two large urban Canadian school boards, in Winnipeg and Toronto, responded to the demands of poor, inner city areas over the last thirty years of the twentieth century. In this paper we focus our attention on the broader stage on which education policy takes place. We draw from our data three overarching themes that we believe are critical for understanding change in inner-city education over this period. These are:  \n1) The diminishing role of school boards, as provincial governments took more control of education policy and limited the scope of school boards,  \n2) The importance of unique, and sometimes unexpected local events, and  \n3) The powerful implications for schools and education policy of increasing population diversity in cities.  \nWhat Shapes Inner-City Education Policy? 1  \nIntroduction  \nThe first strong empirical evidence that socio-economic status was a powerful predictor of education outcomes was presented some forty years ago, although the belief that poverty affected educational outcomes is much older than that. Still, forty years later, socio-economic status remains the single most powerful predictor not just of education but ofall life outcomes (Levin, 2006) . Despite this reality, attention to poverty has only intermittently been a prime area of attention in education policy or education research.  \nThis paper is part of a larger study looking at the issues involved as two large urban Canadian school boards, in Winnipeg and Toronto, responded to the needs and demands of poor, inner city areas over the last thirty years of the twentieth century. Previous papers emerging from the study, which is described more fully a little later, include Levin, 2005 a, b; Levin, 2007; Gaskell & Kearns, 2005; Gaskell & Levin, 2006. These papers describe actors and events in the two settings, illustrate some of the factors at play, and analyze some of the dynamics that have affected the way schools have responded to poverty issues in each city.  \nOur conceptual frame for this study sees the challenge of urban education as rooted in larger and long-lasting social inequalities built around class, ethnicity, language and gender. Education is one specific arena in which larger issues around the appropriate constitution of society, including the distribution of power and resources, get played out.  \nOur analysis focuses on the substantive decisions and policy choices made, on the social and political conditions that shape those choices, and on the broader climate of ideas in which issues and choices are articulated and decisions made.  \nWe situate educational policy in its broad social context, understanding it as being shaped both by dominant ideas that travel internationally and by political battles that tend to be local. Our approach draws on a rich body of literature both in education (e.g. Silver & Silver, 1991; Manzer, 1994) and in public policy more broadly (e.g. Edelman, 1988; Lindblom, 1990; Stone, 1997) .  \nIdeas about poverty and education are created and reflected in the social science literature and also in the political world. Conceptions of what causes poverty, what its effects are, and how education can make a difference have been examined by researchers in many disciplines, and have an impact indirectly on education, as they are taken up – or not – by policy entrepreneurs, educators, community groups and political parties. In education these debates have been going on for at least forty years, involving competing ideas such as the relative unimportance of schools (e.g. Coleman et al., 1966; Jencks, 1972), the effective schools movement (e.g. Rutter, et al., 1979;","cbCaicwa1bYHxxhS","https://ap.wps.com/l/cbCaicwa1bYHxxhS","pdf",65139,22,"English","# Abstract\n## Research focus and conceptual frame\n## Three overarching themes\n## Role of socio-economic status and poverty attention\n## Policy ideas, political processes, and local events\n## Material social conditions and evidence of community impact","[{\"question\":\"Which urban school boards and regions does the paper compare?\",\"answer\":\"The paper studies responses by two large urban Canadian school boards: Winnipeg and Toronto.\"},{\"question\":\"What three themes does the paper use to explain change in inner-city education policy?\",\"answer\":\"It highlights: (1) the diminishing role of school boards as provinces took more control, (2) the importance of unique and sometimes unexpected local events, and (3) the implications of increasing population diversity in cities.\"},{\"question\":\"How does the paper relate education outcomes to socio-economic status?\",\"answer\":\"It notes that socio-economic status remains the strongest predictor of education outcomes and of broader life outcomes, even though poverty receives attention only intermittently in policy and research.\"}]","What Shapes Inner-City Education Policy? - Issue 61 - Study Abstract and Introduction | PDF",1792084799,55]