Celia Saxon Community Development Case Study

As the surrounding communities near the Celia Saxon will soon discover after the final construction of Columbia Common, change is inevitable. Though the concerns for bridging diversified cultures and backgrounds of the people it has directly affect may go unnoticed as it did with the construction of Celia Saxon, the failure to invoke changes can only be muted for so long. The need to produce satisfactory results in these surrounding schools will either create a greater wedge among economic groups or merge a body of stakeholders together to acquisition solutions that will in fact reverse the previous cycle of failing schools within the Celia Saxon Community area.
In regards to time needed for a transformation to materialize, Confucius said:
al., employees of Enterprise Community Partners, Inc., communicated in the Community Developers’ Guide to Improving Schools in Revitalizing Neighborhoods that “the most effective school and neighborhood improvement strategies were built on a clear understanding of conditions at the school and in the school district and the conditions in the neighborhood.” After investigating 12 neighborhoods in their study, they found that school officials had “found no standard approach to improving educational opportunities and outcomes for neighborhood children” (Khadduri, et.al., p.
590). Even though CA Johnson High School’s Report Card showed that teachers took part in approximately 23 professional developments during the 2008 academic year, Mano Singham (2003) communicates the Schoenfeld analysis of Pittsburgh schools suggesting that sustained programs should administer 10 years of continues professional development for teachers (p. 589). During such times, teachers would have an opportunity to focus their attention on developing strategies (e.g. “collaborative study, observation knowledge of curricula, and lesson refinement as apart of teachers’ ongoing daily responsibilities) aimed at moving students, regardless of race, ethnicity, economic status, to “where we believe they should be” (Singham, p.