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New York University

Gallatin School of Individualized Study

Policy, Community and Self

K45.-1466

A Conceptual and Experiential Introduction to Policy Theory & Practice

Mondays

06:20 PM – 09:00 PM

1 Washington Place

Room 401

___________________

Spring 2011 Syllabus

Key Dates:

- January 24, 2011 First Day of Class

- February 21, 2011 HOLIDAY

- March 7, 2011 Assignment for Midterm Examination Due

- March 14, 2011 NO CLASS (Spring Recess)

- May 9, 2011 Last Day of Class and Final Project

Due:

Diary notes should be submitted each week.

Weekly assignments are due at the beginning of each class.

Internship forms are due by end of 1st class.

Eric B. Brettschneider, M.A., J.D.

(917) 288-0080

ebrettschneider@gmail.com

Office phone: (212) 383-1356

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Course Purpose & Overview

Intended as an introduction to the concept of policy and its role in the life of individuals, families, and

communities this course will include a number of hours per week (minimum) internship at one of several

local policy formulation and/or advocacy organizations. Community Building, Service Integration, and

Child Welfare are three themes that will be features in readings, discussion, and intern assignments. By

examining a range of policy examples students will come to understand how government, schools,

gangs, religious institutions and families can all make policy with varying degrees of explicitness and

formality. At the course conclusion students will be able to:

1. Identify policies within their lives;

2. Argue effectively sides of a policy question or controversy contrary to their personal instincts or

beliefs and learn why that is important;

3. Learn how they can change policy from within or without using methods of organizing and

persuasion;

4. The importance if evidence including qualitative and quantitative research, demographics,

attitudes, asset mapping, and GIS in formulating policy;

5. Methods of resolving conflict about policy;

6. Implementation vs. formulation;

7. The differences and connections between the policy and the policy maker;

8. Evaluation, theories of change, and other formative approaches in particular.

Students will make tangible contributions to their internship hosts. Hosts may include:

1) Agenda for Children Tomorrow (ACT)

2) Council of Family and Child Caring

Agencies (COFCCA)

3) University Settlement Arts Program

4) Children’s Defense Fund (CDF)

5) Jump Start

6) Fostering Connections

7) New York State Office of Children &

Family Services (NYS OCFS)

8) Bridge Builders

9) Harlem Children’s Zone

10) Human Services Council

11) The Pipeline Project/Winning Strategies

(Sullivan & Cromwell)

12) United Way of New York City

13) Safe Space

14) Center for Family Representation

15) The Osborne Association

16) Youth Advocacy Center

17) Soury Communications

18) Vera Institute

19) Child Trends

20) Settlement House

21) Reel Works

22) Community Research Exchange (CRE)

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Students will in turn receive guidance that enables them to make a connection between their internship experiences and the policy concepts taught and discussed in class. The course goal is to leave no student unaware of the importance of policy in their own life and the life of their community and beyond. Particular reflection will focus on how to implement policies that empower people who lack power and how to help oneself and others watch, examine, promote, or fix policies. Work research, proposal writing, advocacy.

Course Outline in Brief

WHAT IS POLICY?

WHO MAKES POLICY?

WHERE DO THEY MAKE POLICY?: LAW, REGULATION, COURT ADMINISTRATION

HOW DO THEY MAKE POLICY?

o ATTITUDE o RESEARCH AND EVIDENCE AND EVALUATION o MEDIA AND NEWS AND THE EVENTS THEY DISCUSS o POLITICAL WILL AND LEADERSHIP AND STAKEHOLDERS, ADVOCATES o THEORIES OF CHANGE o INNOVATION AND SERENDIPITIES o BOTTOM UP? / TOP DOWN?

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Diary

Each student will be expected to maintain a diary/journal that includes observations, insights, and significant discoveries about the internship experience, and policies they examine though the internship as well as their daily life, newspapers, and classroom discussion. The diary would particularly highlight connections between readings, discussion and the internship content. As the course progresses, the following questions should be addressed:

1. What occurs at your internship site that you would label as policy and why would you label it as such?

2. What is your biggest policy challenge at your internship site? What skills or information do you need to overcome this challenge?

3. What inferences or methods have you seen for formulating policy at your internship site? Which do you think are most effective and why?

4. What do you see as the most difficult aspect of policy formation?

5. What skills or characteristics do you see as strengths and/or weaknesses in the policymakers with whom you work?

6. What are the factors that feed into and the process involved in how policy is implemented at your internship site?

7. How does conflict resolution occur at your internship site? Which methods do you find to be more or less effective and why?

8. Of the policy themes discussed above which are most prevalent at your internship site? In what ways?

9. How does the policy work occurring at your internship site connect with that which is occurring at a more national or global level?

10. What policy tools are used most often at your internship site? Give specific examples of how they are used?

11. What ethical issues have you encountered while at your internship site? How were they handled?

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Internship Preference Sheet

In order to best match each student with an appropriate internship, please provide the information requested below.

Name: ________________________________ Date: ____________________

School Address: _______________________ Home Address: _________________________

______________________________________ ______________________________________

Phone #1 ______________________________ Phone #2_______________________________

E-mail #1 ______________________________ E-mail #2 ______________________________

Schedule of Availability for Internship:

Mondays from ____________ to ____________ AND from __________ to ___________

Tuesdays from ____________ to ____________AND from __________ to ___________

Wednesdays from ____________ to ____________AND from __________ to ___________

Thursdays from ____________ to ____________AND from __________ to ___________

Fridays from ____________ to ____________AND from __________ to ___________

Issue: Please rank your top five preferences (1-5)

___ Child Care

___ Health

___ Mental Health

___ Welfare

___ Advocacy- African American Males

___ Housing

___ Children’s Advocacy

___ Education

___Community Development

___ Other: ____________________

Location: Please rank by preference (1-3)

___ Downtown Manhattan

___ Midtown Manhattan

___ Uptown Manhattan

___ Queens

___ Brooklyn ___ The Bronx

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UNIT # 1: What is Policy?

Class Plan:

Journey Map

Fred Friendly Series, “Ethics In America” (DVD)

Required Readings from Blackboard:

Ten Steps to Successful Advocacy

Six Steps for Policy Analysis and Practice

Hector and Family B

Optional Reading:

Feirstein, Sanna. Naming New York: Manhattan Places and How They Got Their Names. New York University Press, 2001.

Notes: Nonprofits, profit making businesses, partnerships, “mom & pop,” corporations, and government

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UNIT # 2 How to Rise to the Policy Internship Challenge

Required Readings (choose 2):

Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.

Tough, Paul. Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. 2008.

Raji Codell, Esme. Educating Esme: Diary of a Teacher’s First Year. Algonquin Books of Chapel Hill, 1999 .

Optional Readings:

Bartlett, Sheridan. Cities for Children: Children Rights, Poverty and Urban Management. Earthscan Publications Ltd., 1999.

Kozol, Jonathan. Amazing Grace: The Lives of Children and the Conscience of a Nation. Crown Publishers Inc., 1995.

Lehmann, Nicholas. The 20 Promised Land. Alfred A. Knopf, 1991.

Notes: Case Examples: Ethnic Matching, Replication, Equal Part Strict Standing, Brown

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UNIT # 3 Formulating Policy: Considering Context and History

Overlaying Theories and Concepts

Themes:

Perception Attitudes Unintended Consequences Tacking Wet Finger in the Wind Floodgates Outcomes

Standards of Proof Skepticism Power Mapping Laws, Evidence Least Resistance Consensus Building Carrots & Sticks

Heard Standards of Proof Devolution Opportunity to Be Engaging Stakeholders Positioning Theories of Change

Theories:

Efficacy of intervention vs. degree of intrusion (dept. store) Redistribute children to best parents (Wald) SMOPE (Blackboard) Self defeat - (story of studying for exam) Cost of best intentions Negative prophesies and toys in the attic Unintended consequences

Required Readings:

Goldstein, Joseph, Anna Freud, Albert J. Solnit, and Dorothy Burlingham. Beyond the Best Interest of the Child. Macmillan Publishing Co., 1973.

Required Readings from Blackboard:

Child Abuse and Critical Paths “Bottom-Up Planning in a Top-Down World” “Developing a Policy Initiative” by Makani Themba-Nixon Sierra Leone (Handout) The Evaluation Exchange

Optional:

Brophy, Paul C. and Alice Shabecoff. A Guide to Careers in Community Development. Island Press, 2001.

Kingdom, John W. Agendas, Alternatives, and Public Policies. Little, Brocon and Company, 1984.

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UNIT # 4 Policy and the Policy Maker

Themes:

Ex Abusu

Checks & Balances

Mississippi

Andy Rooney name tags

How to question

“The Key to Politics is Sincerity and Once You Learn to...”

Required Reading (students are required to read ONE of the following for this unit):

Caro, Robert A. The Power Broker; Robert Moses and the Fall of New York.

Williams, Heather. Self-Taught : African American Education in Slavery and Freedom. The University of North Carolina Press (March 7, 2005)

Mapping the Judiciary (Blackboard)

Assignment A Due: February 28

Choose a policy controversy and discuss the history and context. Argue both sides in the controversy. Include data research and other evidence in the arguments. Discuss any or all of the following if applicable - implementation vs. design; unintended consequences, ex abuse in unsure (floodgates, pendulum swings); unfunded mandates; legislating morality and sustaining reform. Draw a conclusion that balances the arguments and/or compromises or lays out a target for advocacy.

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UNIT # 5 Policy Implementation

Tools

Income Forecasting

Budget Design

Qualitative and Quantitative Research

Communication

Analysis

Advocacy

Collaboration

Required Reading:

Bernstein, Nina. The Lost Children of Wilder: The Epic Struggle to Change Foster Care. Pantheon Publications, 2001.

Shonkoff, Jack P. and Deborah A.Phillips, eds. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, D.C. National Academy Press, 2000. (Blackboard)

Kubisch, Anne C. Voices from the Field II: Reflections on Comprehensive Community Change. The Aspen Institute, 2002. (Blackboard)

Website Exploration:

Keeping Track- Citizen Committee for Children Website

KIDS COUNT Data Book www.nyskwic.org

Community Resource Guide (CRG). www.unhp.org/crg

(available on the Aspen Institute website):

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UNIT # 6 Changing Policy, Advocacy, Conflict Resolution

Themes:

Mediation

Arbitration

Negotiation

Consensus building

Engage

Stir emotion at what cost

How to question

Subway film

Kinship

Required Reading:

Corriero, Michael A. Judging Children as Children. Temple University, 2006.

OR

Guggenheim, Martin. What Wrong with Children Rights. Harvard University Press, 2005.

Required Reading from Blackboard:

Himmelman, Arthur. Collaboration for a Change: Definitions, Models, Roles and a Guide to Collaborative Processes.

Methods of conflict resolution

Survey Tool Kit

Guidelines for Conducting Focus Group

Video: Harvest of Shame

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UNIT # 7 Central Policy Themes and Devices Health, education and human service Agenda building Reform Devolution Audience for writing Reinventing government User friendly services Deficit clock Decentralization Getting elected Comprehensive services Cultural competency Neighborhood based services

Community driven services Outcome drive One stop shopping Justice Bottom up planning Case conferencing Co-location Equity Community building Parens patriae Consumer driven B. Blum, “I read something about you”

Required Reading:

Penna, Robert M. and William J. Phillips. Outcome Frameworks: An Overview for Practitioners. The Rensselaerville Institute, 2004.

Optional:

The YouthPower Project. The YouthPower Guide: How to Make Your Community Better. Extension, 2000.

Ducan, Greg J. and Jeanne Brooks-Gunn. Consequences of Growing Up Poor. Russell Sage Foundation, 1997.

Video: Mr. Smith Goes to Washington

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UNIT # 8 Local, National, and Global Connections - Map of the World

Optional Reading:

Osborne, David. Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Addison-Wesley Publishing Company Inc., 1992

UNIT # 9 Tools

Required Reading:

Forsythe, Dall W. Memos to the Governor: An Introduction to State Budgeting. Georgetown University Press, 1997.

Required Reading from Blackboard:

How to Write a Proposal

Optional Reading:

Best, Joel. Damned Lies and Statistics: Untangling Numbers from the Media, Politicians, and Activists. University of California Press, Berkley, 2001.

Notes: How to? Surveys, polls, focus groups, legislation, regulation, OP EDS, letters to editor, theories of change evaluation.

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UNIT # 10 The Ethical and Social Justice Rationale for Policy Practice

Themes:

Parens Patriae and Mary Ellen

Rules of the Road & Personal Agendas

Life Lessons - looking at the world and your role in it

Guiding Values and Principles

Lecture will cover Power to Persuade by Haas

North, South, East & West

Exercise 20% more authority

Lobbying

Money and Power

Quid Pro Quo

A continuum: Gifts, Favors and Bribes

Ex Abusu

Required Reading:

Stone, Rebecca. Core Issues in Comprehensive, Community-Building Initiatives: Exploring Power and Race. Chapin Hall Center for Children at the University of Chicago, 2000. Access a free copy of this at: http://www.chapinhall.org/sites/default/files/CB_24.pdf

Video: Orphan Train (?)

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Final Assignment DUE: April 25

Students will prepare the policy they wish to change and develop an advocacy strategy designed to achieve that change. That strategy might be described as to its components and timelines and contingencies. Research to support the strategy may be developed and/or supplemented, organization tactics, legislative drafting, media or marketing materials designed or other persuasion intent developed.

*Presentations will be made in class in a form appropriate to each student's product.

Invited Guests:

1. William Schroeder, Esq., Sullivan & Cromwell (Equity Law Suit History, School Tracking), International litigation.

2. David Lansner, Nicholson v. NY (Battered Spouse) Class action 3. Mike Arsham, Director of Child Welfare Organizing Project 4. Honorable Michael Corriero, NYC Civil Court 5. Martin Guggenheim, Professor of Clinical Law, NYU School of Law 6. Jennifer Marino Rojas, Deputy Director, Children’s Defense Fund 7. Betsy Krebs, Youth Advocacy Center 8. Tim Ross, Child Trends 9. Karen Goldstein, Vera Institute

NB: “Communications sent are not necessarily communications received.”

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LIST OF REQUIRED READINGS

*Note: Order of reading assignments subject to change in accordance with schedule of guest lecturers.

REQUIRED

Bernstein, Nina. The Lost Children of Wilder: The Epic Struggle to Change Foster Care. Pantheon

Publications, 2001.

Caro, Robert A. The Power Broker; Robert Moses and the Fall of New York

Forsythe, Dall W. Memos to the Governor: An Introduction to State Budgeting. Georgetown

University Press, 1997.

Goldstein, Joseph, Anna Freud, Albert J. Solnit, and Dorothy Burlingham. Beyond the Best

Interest of the Child. Macmillan Publishing Co., 1973.

Kubisch, Anne C. Voices from the Field II: Reflections on Comprehensive Community Change.

The Aspen Institute, 2002.

Penna, Robert M. and William J. Phillips. Outcome Frameworks: An Overview for Practitioners.

The Rensselaerville Institute, 2004.

Stone, Rebecca. Core Issues in Comprehensive, Community-Building Initiatives: Exploring Power

and Race. Chapin Hall Center for Children at the University of Chicago, 2000. Access a free copy

of this at: http://www.chapinhall.org/article_abstract.aspx?ar=1302

Williams, Heather. Self-Taught : African American Education in Slavery and Freedom. The

University of North Carolina Press (March 7, 2005)

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REQUIRED (choose one from Parts I, II, etc. - see outline)

I. a. Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.

OR b. Tough, Paul. Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America.

2008 OR

c. Raji Codell, Esme. Educating Esme: Diary of a Teacher’s First Year. Algonquin Books of Chapel Hill, 1999 .

II. a. Corriero, Michael A. Judging Children as Children. Temple University, 2006.

OR b. Guggenheim, Martin. What’s Wrong with Children’s Rights. Harvard University Press, 2005.

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LIST OF OPTIONAL READINGS

Abramovitz, Mimi. Under Attack, Fighting Back. Monthly Review Press, 1996.

Alinsky, Saul. Rules for Radicals. Vintage Books, 1971.

Alterman, Eric. What Liberal Media? The Truth About Bias and the News. Basic Books, 2003.

Bartlett, Sheridan. Cities for Children: Children’s Rights, Poverty and Urban Management. Earthscan Publications Ltd., 1999.

Best, Joel. Damned Lies and Statistics: Untangling Numbers from the Media, Politicians, and Activists. University of California Press, Berkely, 2001.

Brophy, Paul C. and Alice Shabecoff. A Guide to Careers in Community Development. Island Press, 2001.

Bryson, John M. Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement. Jossey-Bass Publications, 1995.

Butterfield, Fox. All God’s Children: The Bosket Family and The American Tradition of Violence. Avon Books, Inc., 1995.

Canada, Geoffrey. Fist Stick Knife Gun: A Personal History of Violence in America. Beacon Publications, 1995.

Cannato, Vincent. The Ungovernable City: John Lindsay and the Struggle to Save New York. Basic Books, 2001.

Carten, Alma J. and James R. Dumpson. Removing Risks from Children: Shifting the Paradigm. Beckham House Publications, 1997.

Chaskin, Joseph R., et.al. Core Issues in Comprehensive Community Building Initiatives. Rebecca Stone, Chapin Hall Center for Children at the University of Chicago, 1996.

Chaskin, Joseph R. Decision Making and Action at the Neighborhood Level: An Exploration of Mechanisms and Processes. Chapin Hall Center for Children at the University of Chicago, 2000.

Chaskin, Joseph R. and Mark Joseph. The Ford Foundation’s Neighborhood and Family Initiative. Moving Toward Implementation: An Interim Report. The Chapin Hall Center for Children at the University of Chicago, September 1995.

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Chaskin, Joseph R. and Sunil Garg. The Issue of Governance in Neighborhood-Based Initiatives. The Chapin Hall Center for Children at the University of Chicago, 1994.

Chastin, Robert F. Building Community Capacity. Walter De Gryter, Inc., 2001.

Cohen, Don and Laurence Prusak. In Good Company: How Social Capital Makes Organizations = Work. Harvard University Press, 2001.

Coles, Robert. The Moral Intelligence of Children: How to Raise a Moral Child. Robert Coles, 1997.

Crahan, Margaret E. The City and The World: New York’s Global Future. Council on Foreign Relations Press, 1997.

DiNitto, Diana M. Social Welfare: Politics and Public Policy. Allyn and Bacon, 1995.

Dobelstein, Andrew W. Social Welfare: Policy and Analysis. Nelson-Hall, 1996.

Duncan, Greg J. and Jeanne Brooks-Gunn. Consequences of Growing Up Poor. Russell Sage Foundation, 1997.

Eberle, Paul and Shirley. The Politics of Child Abuse. Lyle Stuart, Inc., 1986.

Edelman, Peter. Searching for America's Heart. Houghton-Mifflin Publication, 2001.

Edelman, Peter and Beryl A. Radin. Serving Children and Families Effectively: How the Past Can Help Chart the Future. The Education and Human Services Consortium, 1991.

Ehrenhalt, Alan. The Lost City. Basic Books, 1995.

Etzioni, Amitai. The New Golden Rule: Community and Morality in a Democratic Society. Basic Books Publications, 1996.

Etzioni, Amitai. The Spirit of Community: Rights, Responsibilities, and the Communitarian Agenda. Crown Publishers, 1993.

Fabricant, Michael B. and Robert Fisher. The Settlement Houses Under Siege: the Struggle to Sustain Community Organizations in New York City. Columbia University Press, 2002.

Feirstein, Sanna. Naming New York: Manhattan Places and How They Got Their Names. New York University Press, 2001.

Festinger, Trudy and Michael Botsko. Returning to Care. CWLA Publications, 1994.

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Fisher, Antwone Quenton. Finding Fish: A Memoir. Harper Collins Publishers Inc., 2001.

Fitch, Robert. The Assassination of New York. Verso Publications, 1993.

Forsythe, Dall W. Quicker, Better, Cheaper? Managing Performance in American Government. Rockefeller Institute Press, 2001.

Fox, Geoffrey. Hispanic Nation: Culture Politics and the Construction of Identity. University of Arizona Press, 1996.

Fulbright-Anderson, Karen. New Approaches to Evaluating Community Initiatives. The Aspen Institute, 1998.

Ginsberg, Leon. Understanding Social Problem, Policies, and Programs. South Carolina Press, 1996.

Green, Mark. What We Stand For: A Program for Progressive Patriotism. New Denoe Project, 2004.

Haass, Richard N. The Power to Persuade: How to Be Effective in Any Unruly Organization. Houghton Mifflin, 1994.

Hacker, Andrew. Two Nations: Black and White, Separate, Hostile, Unequal. Ballantine Books, 1992.

Hacker, Andrew. Mismatch: The Growing Gulf between Men and Women. Scribner Publications, 2003.

Himmelman, Arthur. Collaboration for a Change: Definitions, Decision-Making Models, Roles and a Collaboration Process Guide.

Kubisch, Anne C. Theories of Change. The Aspen Institute, 1995.

Halpern, Robert. Making Play Work: The Promises of After-School Programs for Low-Income Children. Teachers College Press, 2003.

Halpern, Robert. Rebuilding the Inner City: A History of Neighborhood Initiatives to Address Poverty in the United States. Columbia University Press, 1995.

Hancock, Graham. Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business. Macmilen London Limited, 1989.

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Hancock, LynNell. Hands to Work: The Stories of Three Families Facing the Welfare Clock. Harper-Collins Books, 2002.

Haynes, Karen S. Affecting Change: Social Workers in the Political Arena. Allyn and Bacon Publications, 2000.

Herman, Margaret S. Resolving Conflict: Strategies for Local Government. International City/County Management Association, 1994.

Heuvel, Katrina Vanden and Robert Borosage. Taking Back America: And Taking Down the Radical Right. Nation, 2004.

Jansson, Bruce S. Becoming an Effective Policy Advocate: From Policy Practice to Social Justice. Brooks/Cole Publishing Company, 1999.

Kahan J. Alfred and Sheila Kamerman. Children and Their Families In Big Cities: Strategies for Social Reform. Columbia University School of Social Work, 1996.

Karoly, Greenwood et al. Investing in Our Children: What We Know and Don’t Know About the Costs and Benefits of Early Childhood Interventions. Rand, 1998.

Kingdom, John W. Agendas, Alternatives, and Public Policies. Little, Brocon and Company, 1984.

Kotlowitz, Alex. There Are No Children Here: The Story of Two Boys Growing Up in the Other America. Anchor Books, 1991.

Kozol, Jonathan. Amazing Grace: The Lives of Children and the Conscience of a Nation. Crown Publishers Inc., 1995.

Kozol, Jonathan. Ordinary Resurrections: Children in the Years of Hope. Crown Publishers Inc., 2000.

Kozol, Jonathan. Rachel and Her Children: Homeless Families in America. Crown Publishers, Inc. 1988.

Kretzmann, John P. and John L. McKnight. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Needs. ACTA Publications, 1993.

Kubisch, Anne C. Voices From the Field I: Learning From the Early Work of Comprehensive Community Initiatives. The Aspen Institute, 1997.

Kubisch, Anne C. Voices From the Field II: Reflections on Comprehensive Community Change. The Aspen Institute, 2002.

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Landsman, Julie. A White Teacher Talks About Race. Scarecrow Press Inc., 2001.

Learning What Works: Evaluating Complex Social Interventions. The Brookings Institution & Harvard University, March 1998.

Leblanc, Adrian. Random Family: Love, Drugs, Trouble, and Coming of Age in the Bronx. Scriber, 2003.

Lederman, Nancy M. Agendas for Reform. The New York Community Trust, 1995.

Lehmann, Nicholas. The Promised Land. Alfred A. Knopf, 1991.

Lehmann, Nicholas. “Rebuilding the Ghetto Doesn’t Work.” New York Times Magazine. 9 Jan 1994.

Magat, Richard. Unlikely Partners: Philanthropic Foundations and the Labor Movement. Cornell University Press, 1999.

Morris, Charles R. The Cost of Good Intentions: New York City and the Liberal Experiment, 1960 - 1975. McGraw-Hill, 1980.

Moynihan, Daniel Patrick. Family and Nation: The Godkin Lectures, Harvard University. Harcourt Brace Jovanovich, 1986.

Newfield, Jack and Wayne Barrett. City for Sale: Ed Koch and The Betrayal of New York. Harper and Row Publishers Inc., 1988.

Nunez, Ralph daCosta. Hopes, Dreams and Promise: The Future of Homeless Children in America. Homes for the Homelessness Inc., 1994.

O’Connor, Alice. Poverty Knowledge: Social Science, Social Policy, and the Poor in Twentieth-Century U.S. History. Princeton Publications, 2001.

O’Toole, James. Leading Change: Overcoming the Ideology of Comfort and the Tyranny of Custom. Ballantine Books, 1995.

Osborne, David and T. Gaebler. Banishing Bureaucracy: The Five Strategies for Reinventing Government. Addison-Wesley Publishing Company Inc., 1997.

Osborne, David. Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Addison-Wesley Publishing Company Inc., 1992.

Perez-Koenig, Rosa and Barry Rock. Social Working the Era of Devolution: Toward a Just Practice. Fordham University Press, 2000.

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Peters, Thomas J. and Robert H. Waterman. In Search of Excellence. Harder and Row Publications, 1992.

Piven, Frances Fox and Richard A. Cloward. Regulating the Poor: The Functions of Public Welfare. Vintage, 1971.

Pree, Max De. Leading Without Power: Finding Hope in Serving Community. Shephend Foundation Inc, 1997.

Prothrow-Stith, Deborah and M. Weissman. Deadly Consequences: How Violence is Destroying Our Teenage Population and a Plan to Begin Solving the Problem. Harper Collins Publisher, 1991.

Raji Codell, Esme. Educating Esme: Diary of a Teacher’s First Year. Algonquin Books of Chapel Hill, 1999.

Rans, Susan and Hilary Altman. Asset-Based Strategies for Faith Communities. ACTA Publications, 2002.

Ravitch, Diane. The Troubled Crusade: American Education, 1945 - 1980. Ravitch, 1983.

Richan, Willard C. Lobbying for Social Change, Third Edition. The Hayworth Press, 2006.

Sandler, Ross & Schoenbrod, David.Democracy by Decree: What Happens When Courts Run Government. Yale University Press, 2003.

Stone, Rebecca. Core Issues in Comprehensive, Community-Building Initiatives: Exploring Power and Race. Chapin Hall Center for Children at the University of Chicago, 2000. http://www.chapinhall.org/article_abstract.aspx?ar=1302

Richart, David W. and Stephen R. Bing. Fairness is a Kid’s Game. Kentucky Youth Advocates, Inc., 1989.

Riis, Jacob A. How the Other Half Lives: Studies Among the Tenements of New York. Hill and Wang, 1957.

Roberts, Dorothy. Shattered Bonds: The Color of Child Welfare. Basic Civitas Books, 2002.

Roberts, Sam. Who We Are: A Portrait of America Based on the Latest U.S. Census. Times Books, 1994.

Roderick, Tom. A School of Our Own: Parents, Power, and Community at the East Harlem Block Schools. Columbia University Teachers College, 2001.

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Schorr, Lisbeth B. Common Purpose: Strengthening Families and Neighborhoods to Rebuild America. Anchor Books, 1997.

Shachtman, Tom. Around the Block: The Business of a Neighborhood. Harcourt Brace, 1997.

Shultz, Jim. The Democracy Owners Manual: A Practical Guide to Changing the World. Rutgers University Press, 2001.

Sidel, Ruth. Women and Children Last: America’s War on the Poor. Penguin Books, 1987.

Steinberg, Jacques. The GateKeepers: Inside the Admissions Process of a Premier College. Penguin, 2002.

Stringer, Lee. Sleepaway School: Stories From A Boy’s Life. Seven Stories Press, 2004.

Tough, Paul. Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. 2008

Van Hoffman, Alexander. House by House, Block by Block: The Rebirth of America’s Urban Neighborhoods. Oxford University Press, 2003.

Waldfogel, Jane. The Future of Child Protection: How to Break the Cycle of Abuse and Neglect. Harvard College Press, 1998.

Walkowitz, Daniel J. Working with Class: Social Workers and the Politics of Middle-Class Identity. The University of North Carolina Press, 1999.

Williams, Heather. Self-Taught : African American Education in Slavery and Freedom, The University of North Carolina Press (March 7, 2005)

Wilson, William Julius. The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy. The University of Chicago Press, 1987.

Winerip, Michael. Highland Road: Sane Living for the Mentally Ill. Pantheon Publishing, 1994.

Wright, David J. It Takes A Neighborhood: Strategies to Prevent Urban Decline. Rockefeller Institute Press, 2001.

The YouthPower Project. The YouthPower Guide: How to Make Your Community Better. Mass Extension, 2000.