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Class And Schools: Using Social, Economic, And Educational Reform To Close The Black-white Achievement Gap,9780807745564

Class And Schools: Using Social, Economic, And Educational Reform To Close The Black-white Achievement Gap

by
ISBN13:

9780807745564

ISBN10:
0807745561
Format:
Paperback
Pub. Date:
5/1/2004
Publisher(s):
Teachers College Pr
List Price: $24.95

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This is the edition with a publication date of 5/1/2004.
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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

Summary

Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." 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. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.

Author Biography

Richard Rothstein is a research associate of the Economic Policy Institute and a visiting lecturer at Teachers College, Columbia University.

Table of Contents

Prefaces
Lawrence Mishel, Economic Policy Institute ix
Arthur E. Levine, Teachers College x
Introduction 1(12)
Social class, student achievement, and the black-white achievement gap
13(48)
The legacy of the Coleman report
13(1)
Some common misunderstandings about the gap
14(3)
Genetic influences
17(2)
Social class differences in childrearing
19(14)
Cultural influences on achievement, and black underachievement
33(4)
Health differences and school performance
37(9)
Housing and student mobility
46(1)
Social class differences between blacks and whites with similar incomes
47(4)
Does culture or social class explain the black-white achievement gap?
51(5)
Summer and after-school learning
56(5)
Schools that `beat the demographic odds'
61(24)
The success of some poor children doesn't mean that poverty doesn't matter
61(2)
Dr. William Sanders and the Tennessee value-added assessment system
63(8)
The Heritage Foundation's `no excuses' schools
71(4)
The Education Trust's `high-flying' schools
75(1)
`90/90/90' schools, and Boston's Mather School
76(2)
Pentagon schools
78(1)
Rafe Esquith, KIPP, and affirmative action programs like AVID
79(6)
Standardized testing and cognitive skills
85(10)
Standardized tests' imperfect description of the gap
85(1)
Defining proficiency
86(4)
Alignment of tests, standards, and instruction
90(3)
The inaccuracy of tests that hold schools accountable for closing the gap
93(2)
The social class gap in non-cognitive skills
95(34)
The goals of education, including non-cognitive goals
95(4)
The anti-social score gap
99(4)
Affirmative action's evidence of leadership: Bowen-Bok and the `four percenters'
103(4)
Persistence in school, self-confidence, and adult earnings
107(6)
Complementing school curricula with civil rights enforcement
113(2)
Testing integrity, personality, and employability
115(2)
Civic and democratic participation
117(6)
Perry Preschool, Head Start, and Project STAR
123(4)
Comparing school and social reform to improve cognitive and non-cognitive skills
127(2)
Reforms that could help narrow the gap
129(20)
School integration, and Sen. Moynihan's call for making choices
129(4)
Income inequality
133(2)
Stable housing
135(3)
School-community clinics
138(1)
Early childhood education
139(3)
After-school programs
142(1)
Summer programs
143(1)
The dangers of false expectations, and adequacy suits
144(2)
Teacher morale
146(3)
Conclusion 149(2)
Appendix. What employers say about graduates 151(2)
Endnotes 153(24)
Bibliography 177(24)
Acknowledgments 201(3)
About EPI 204(1)
About Teachers College 205(2)
EPI publications 207


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