Ronald Edmonds
| Ronald Edmonds | |
|---|---|
| Born |
May 24, 1935 Ypsilanti, Michigan |
| Died | July 15, 1983 Lansing, Michigan |
| Alma mater | University of Michigan |
| Known for | Educational research |
Ronald R. "Ron" Edmonds (May 24, 1935 – July 15, 1983) was an African-American educator, author, and pioneer of effective schools research.
Edmonds was born in Ypsilanti, Michigan. He received a B.A. in American history from the University of Michigan, an M.A. in American history from Eastern Michigan University, and a certificate of advanced study from Harvard Graduate School of Education.
Edmonds began his career as a teacher at Pioneer High School in Ann Arbor, Michigan in 1964. He was a faculty member at the University of Michigan's Labor School from 1968–1970, and Director of the Center for Urban Studies in Harvard’s graduate education program from 1973–1977. From 1981 until his death in 1983, Edmonds was a professor in the Department of Teacher Education at Michigan State University.
Edmonds served as assistant superintendent with the Michigan Department of Public Instruction from 1970–1972, and senior assistant for instruction with New York City Public Schools from 1977–1980.
Edmonds' research into the essential qualities of successful schools emerged as a response to the controversial 1966 Coleman Report, which concluded that family background and socio-economics were the major determinants of student achievement. Research published by Christopher Jenks in 1972 contributed to Coleman's findings, suggesting that "school quality has little effect on achievement."
While Edmonds acknowledged that socio-economic background makes a difference, he contended that professional educators were absolved from their duty to be instructionally effective if they believed family background determined academic achievement. Edmonds and other researchers did not accept the Coleman Report's findings as conclusive, and attempted to locate schools where children from low income families were successful. Doing so would demonstrate that schools can and do make a difference. Edmonds examined the achievement data from elementary schools in several major U.S. cities where students were from poor backgrounds, and was able to identify schools where these children were highly successful. By comparing these schools with other successful or unsuccessful schools, Edmonds was able to identify characteristics which seemed essential to student success.
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