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Series Foreword | |
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Acknowledgments | |
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The Flat World, Educational Inequality, and America's Future | |
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Education in Our Flat and Changing World | |
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How America Is Losing Ground | |
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How Policy Can Matter | |
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The Legacy of Educational Inequality | |
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What Must Be Done? | |
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The Anatomy of Inequality: How the Opportunity Gap Is Constructed | |
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Poverty and Lack of Social Supports | |
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Limited Early Learning Opportunities | |
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Resegregation and Unequal Schooling | |
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Unequal Access to Qualified Teachers | |
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Lack of Access to High-Quality Curriculum | |
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Dysfunctional Learning Environments | |
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New Standards and Old Inequalities: How Testing Narrows and Expands the Opportunity Gap | |
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The Prospects and Pitfalls of Standards-Based Reform | |
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Testing Without Investing | |
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When New Standards Meet Ongoing Inequalities | |
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Inequality on Trial: Does Money Make a Difference? | |
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The Legality of Unequal School Funding | |
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How Money Makes a Difference | |
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Litigating for Adequacy | |
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Under What Conditions Can Money Matter? | |
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A Tale of Three States: What Happens When States Invest Strategically (or Don't) | |
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The Cases of Connecticut and North Carolina: Strategic Resources Used Well | |
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The Case of California: When Mismanagement Meets Aggressive Neglect | |
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The Moral of the Stories | |
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Steady Work: How Countries Build Successful Systems | |
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The Finnish Success Story | |
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Koreas Climb to Extraordinary Attainment | |
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How Singapore Became a "Learning Nation" | |
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Educational Leap Frog: The Common Practices of Steeply Improving Countries | |
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Doing What Matters Most: Developing Competent Teaching | |
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A Global Contrast | |
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Building an Infrastructure for Quality Teaching | |
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Organizing for Success: From Inequality to Quality | |
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The Need for Major Redesign | |
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Designing Schools for Teaching and Learning | |
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Creating Systems of Successful Schools | |
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Policy for Quality and Equality: Toward Genuine School Reform | |
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Meaningful Student Learning | |
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Intelligent, Reciprocal Accountability | |
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Equitable and Adequate Resources | |
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Strong Professional Practice | |
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Schools Organized for Student and Teacher Learning | |
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Conclusion | |
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Notes | |
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References | |
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Index | |
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About the Author | |