Decriminalizing domestic violence: a balanced policy approach to intimate partner violence

gering questions. Are there any school policymakers and urban planners working together for the common good elsewhere besides the book’s stated examples? Are there specific metro areas already benefitting from regional reform? Additionally, there is evidence that in some demographically shifting metro areas, while neighborhoods are becoming more integrated by race/ethnicity and socio-economic status, the schools are not. The authors could have specified what types of metro areas would benefit the most from these kinds of regional reforms (e.g., gentrifying New York City), and in what types of areas these strategies might be totally off base because of stable demographics and shrinking populations (e.g., Cleveland). Overall, Holme and Finnigan’s timely and important book presents a clearly argued and concise account of the problem of educational inequality in many parts of the United States. The authors expertly use their rich data set to build their argument that the only way to tackle inequality is by connecting urban education reform to regional policy and planning reform. Educators and policy reformers alike will benefit from the vivid case study narratives, theoretical and policy frameworks, and clear-cut strategies for educational equity highlighted in Striving in Common. Ultimately, the authors’ main goal is to put forth a policy framework of regional equity that will help bridge the gap between education policy and urban policy and planning — all for the common good.