Abstract
Urban school systems face many problems and challenges. Policy responses require not only improvement within schools but also a broad structure of civic support. These authors focus on the creation and activation of civic support for public education. Pittsburgh, Boston, and St. Louis provide very different examples of how civic support develops or fails to develop. Our comparative analysis highlights two major elements in this process: institution building to redirect business coalitions from a focus on economic development to a focus on education and leadership in activating civic capacity on behalf of public education.
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