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Urban Education
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Calculus as a Catalyst

The Transformation of an Inner-City High School in Boston

Rachel Deyette Werkema

Massachusetts Institute for a New Commonwealth

Robert Case

Northeastern University

Disparities in curricular offerings between poor, inner-city schools and their more affluent counterparts leave urban students at a disadvantage in terms of preparation for higher education and future job opportunities. Introducing more rigorous academic coursework into traditionally low-performing schools is one way to close this gap; however, the addition of advanced classes is only part of moving a school to a higher level of academic performance. Using a framework developed by Oakes, we investigate the technical, normative, and political dimensions of the turnaround of an inner-city high school through a case study of the introduction of advanced placement calculus. The authors find that the calculus course is not an isolated effort but part of a package of increased academic expectations of students and staff and an influx of financial and personnel resources stemming from the school's position of political priority.

Key Words: Urban education • curricular reform • calculus

Urban Education, Vol. 40, No. 5, 497-520 (2005)
DOI: 10.1177/0042085905278131
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