Estes, Stevehttp://hdl.handle.net/10211.1/8952024-03-28T22:02:43Z2024-03-28T22:02:43Z"I Am a Man!": Race, Masculinity, 1968 Memphis Sanitation StrikeEstes, Stevehttp://hdl.handle.net/10211.1/8972013-07-20T09:36:31Z2000-01-01T00:00:00Z"I Am a Man!": Race, Masculinity, 1968 Memphis Sanitation Strike
Estes, Steve
On March 28, 1968 Martin Luther King, Jr. directed a march of thousands of African-American protesters down Beale Street, one of the major commercial thoroughfares in Memphis, Tennessee. King's plane had landed late that morning, and the crowd was already on the verge of conflict with the police when he and other members of the Southern Christian Leadership Conference (SCLC) took their places at the head of the march. The marchers were demonstrating their support for 1300 striking sanitation workers, many of whom wore placards that proclaimed, "I Am a Man." As the throng advanced down Beale Street, some of the younger strike supporters ripped the protest signs off the the wooden sticks that they carried. These young men, none of whom were sanitation workers, used the sticks to smash glass storefronts on both sides of the street. Looting led to violent police retaliation. Troopers lobbed tear gas into groups of protesters and sprayed mace at demonstrators unlucky enough to be in range. High above the fray in City Hall, Mayor Henry Loeb sat in his office, confident that the strike was illegal, and that law and order would be maintained in Memphis.
Published by and copyright by Taylor & Francis Group
2000-01-01T00:00:00ZRaising Academic Achievement: A Study of 20 Successful ProgramsJurich, SoniaEstes, Stevehttp://hdl.handle.net/10211.1/8962013-07-20T09:36:29Z2000-01-01T00:00:00ZRaising Academic Achievement: A Study of 20 Successful Programs
Jurich, Sonia; Estes, Steve
School accountability, tougher standards and
higher test scores have been buzzwords in recent
political campaigns and school superintendents’
speeches. Opinion polls show that the quality of
education is a major concern among the public, and
measures have been proposed at all levels of
government to improve the academic achievement
of our youth. The federal government has
established national education goals; states are
developing report cards to provide public
accountability of their schools; and localities are
trying to revamp their educational systems to
improve academic outcomes. The American Youth
Policy Forum (AYPF) has been at the forefront of
efforts to identify effective youth initiatives in the
areas of academic achievement, preparation for
careers, youth development, and service-learning.
With this new publication, AYPF offers 20 models
of excellence in raising academic achievement to
guide policymakers, educators and youth
development practitioners in their work toward a
better future for American youth.
These 20 examples of excellence were drawn from
the 95 youth initiatives included in AYPF’s two
previous publications on successful youth programs:
Some Things DO Make a Difference for Youth
(1997) and MORE Things That DO Make a
Difference for Youth (1999). Almost all the
programs included in this list serve youth who are
considered at high risk for academic failure,
including youth from low-income and minority
backgrounds, immigrants with low English
proficiency, and youth living in public housing
projects and in inner-city areas. Despite these
challenges, evaluations conducted on these programs
show evidence of their success on multiple measures
of academic achievement, such as test scores, high
school graduation rates, and college enrollment and
retention.
This report is divided into two parts. Part One is an
Introduction, providing the historical context of the
recent concerns about academic achievement, the
criteria used to select these programs, and an
analysis of the features and strategies that the
programs employ to help students achieve. Part
Two includes the summaries of program evaluations.
The summaries follow an eight-section outline
composed of: overview, description of the
population served by the program, evidence of
effectiveness, key program components,
contributing factors (factors highlighted by the
evaluators as contributing to program success),
study methodology, geographic area (program
location) and contact information.
Our expectation is that this publication will
contribute to the knowledge base of what works to
improve academic achievement for young people.
We also hope that it persuades researchers to
continue to search for features that distinguish
successful academic programs. Finally, the evidence
provided in the evaluation summaries printed here
should inspire and encourage more schools and
youth programs to evaluate the results of their work.
Not only does such evidence appeal to funders of
youth initiatives, it ensures that programs are, in
fact, making a difference for youth.
Published by and copyright by American Youth Policy Forum
2000-01-01T00:00:00Z