Getting What We Ask For: The Ambiguity Of Success And Failure In Urban Education

Getting What We Ask For examines the implementation and outcomes of educational reform initiatives in urban school systems during the 1970s and 1980s. The book focuses on specific case studies from several major U.S. cities to analyze why many well-funded and well-intentioned programs failed to achieve their goals. Payne documents the complex interactions between federal policy, local school administrators, teachers, and communities through detailed research and firsthand observations. His investigation covers multiple reform attempts including curriculum changes, administrative restructuring, and various intervention programs. Each case study breaks down the organizational dynamics, power structures, and competing interests that shaped how reforms were interpreted and enacted at different levels. The analysis traces how initial program objectives evolved or became distorted as they moved from policy to practice in urban school settings. The book reveals fundamental disconnects between how education reforms are conceived versus the realities of implementation in urban schools, raising critical questions about institutional change and the relationship between policy intent and outcomes. Through this lens, it offers broader insights about organizational behavior and social reform efforts.

This book appears to have minimal online reader reviews and discussion, with only a handful of ratings on Goodreads and Amazon. Readers appreciated: - Practical examples that illustrate why educational reforms often fail - Analysis of how bureaucracy affects urban schools - Examination of power dynamics between administrators and teachers Readers criticized: - Dense academic writing style - Limited solutions offered for the problems identified - Some dated examples (book published in 1984) One reviewer noted: "Insightful about systemic issues but could use more concrete recommendations for change." Ratings: Goodreads: 3.67/5 (3 ratings, 0 written reviews) Amazon: No ratings or reviews available Note: This book appears to be primarily used in academic settings and has not generated significant public reader feedback online. Most available commentary comes from academic citations rather than consumer reviews.

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📚 Author Charles M. Payne spent over 20 years studying urban schools in Chicago, making this work a culmination of extensive first-hand research and observation. 🎓 The book challenges the common "deficit model" of urban education by highlighting how well-intentioned reforms often fail due to systemic issues rather than student capabilities. 🏫 Published in 1984, many of the educational challenges described in the book—like the impact of social class on academic achievement and the limitations of standardized testing—remain relevant almost 40 years later. 📊 Payne's research revealed that successful urban school reforms typically required 5-7 years of consistent implementation before showing meaningful results, yet most programs were abandoned after 2-3 years. 🤝 The book was among the first major works to emphasize the importance of social capital and community relationships in urban education reform, influencing later research and policy discussions.