Class and Schools Using Social, Economic, and Educational Reform to Close the Black-White Achievement Group

ISBN-10: 0807745561

ISBN-13: 9780807745564

Edition: 2004

Authors: Richard Rothstein, Eugene Garcia

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Description:

Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school.
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Book details

List price: $25.95
Copyright year: 2004
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 12/23/2004
Binding: Paperback
Pages: 224
Size: 5.75" wide x 8.75" long x 0.50" tall
Weight: 0.946
Language: English

Rothstein is a research associate at the Economic Policy Institute.

Prefaces
Introduction
Social class, student achievement, and the black-white achievement gap
The legacy of the Coleman report
Some common misunderstandings about the gap
Genetic influences
Social class differences in childrearing
Cultural influences on achievement, and black underachievement
Health differences and school performance
Housing and student mobility
Social class differences between blacks and whites with similar incomes
Does culture or social class explain the black-white achievement gap?
Summer and after-school learning
Schools that 'beat the demographic odds'
The success of some poor children doesn't mean that poverty doesn't matter
Dr. William Sanders and the Tennessee value-added assessment system
The Heritage Foundation's 'no excuses' schools
The Education Trust's 'high-flying' schools
'90/90/90' schools, and Boston's Mather School
Pentagon schools
Rafe Esquith, KIPP, and affirmative action programs like AVID
Standardized testing and cognitive skills
Standardized tests' imperfect description of the gap
Defining proficiency
Alignment of tests, standards, and instruction
The inaccuracy of tests that hold schools accountable for closing the gap
The social class gap in non-cognitive skills
The goals of education, including non-cognitive goals
The anti-social score gap
Affirmative action's evidence of leadership: Bowen-Bok and the 'four percenters'
Persistence in school, self-confidence, and adult earnings
Complementing school curricula with civil rights enforcement
Testing integrity, personality, and employability
Civic and democratic participation
Perry Preschool, Head Start, and Project Star
Comparing school and social reform to improve cognitive and non-cognitive skills
Reforms that could help narrow the gap
School integration, and Sen. Moynihan's call for making choices
Income inequality
Stable housing
School-community clinics
Early childhood education
After-school programs
Summer programs
The dangers of false expectations, and adequacy suits
Teacher morale
Conclusion
What employers say about graduates
Endnotes
Bibliography
Acknowledgments
About EPI
About Teachers College
EPI publications
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