Getting Into Good Trouble at School

Foreword by Pedro A. Noguera Preface Acknowledgments About the Authors Introduction Chapter 1. ReImagining the Titans Chapter 2. Know Your History to Rewrite Your Future Chapter 3. Commit to Racial Equity Chapter 4. Dismantling Tracking and Within-School Segregation Chapter 5. Making School Discipline Different From Policing Chapter 6. Implement Strategic Thinking and Strategic Planning Chapter 7. Choose Good Trouble: Be a Bold and Courageous Antiracist School Leader Chapter 8. Conclusion Appendix References

Gregory C. Hutchings, Jr. is a nationally recognized educational leader, antiracism activist, and adjunct professor who unapologetically advocates for Black, Indigenous, and People of Color and racial equity. He has over twenty years of combined educational experience as a teacher, school principal, central office administrator, superintendent, and college professor. Dr. Hutchings is the chief executive officer and founder of an educational consulting firm, Revolutionary Ed, LL C. His life's work is educational service and dismantling systemic racism in schools across America. Dr. Hutchings was the 2018 recipient of the Joseph E. Hill Superintendent of the Year Award with the National Alliance of Black School Educators. Dr. Hutchings earned his doctorate in educational policy, planning, and leadership from the College of William & Mary. He currently serves on numerous national boards and is an active member of Alpha Phi Alpha Fraternity, Incorporated. Dr. Hutchings is a native of Alexandria, Virginia, where he currently serves as the superintendent of Alexandria City Public Schools and resides with his wife and their two children. Douglas S. Reed is a Professor of Government at Georgetown University, where he is the founding director of the MA Program in Educational Transformation. His research interests center on the politics of education, educational policymaking, federalism, and judicial politics. His current work focuses on legal notions of race, equality, and colorblindness and how educational policy can improve student outcomes by directly addressing the racial contexts and experiences of students. He is the author of Building the Federal Schoolhouse: Localism and the American Education State (Oxford University Press, 2014) and On Equal Terms: The Constitutional Politics of Educational Opportunity (Princeton University Press, 2001). He has been a fellow at the Woodrow Wilson International Center for Scholars, an Advanced Studies Fellow at Brown University, and was named a Carnegie Scholar by the Carnegie Corporation as well as a National Academy of Education/Spencer Foundation Post-Doctoral Fellow. He earned his PhD from Yale University.