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The complicated interplay between race, poverty, and schooling
Fordham’s new study by Paul L. Morgan and Eric Hengyu Hu, "Explaining Achievement Gaps: The Role of Socioeconomic Factors," raises as many questions as it answers. Among them: How can we explain the different patterns for the Black-White achievement gap for reading, on the one hand, and math and science, on the other? Why does SES explain so much more of the Hispanic-White gap than the Black-White gap? And what’s the role of family structure in explaining the Black-White and Hispanic-White gaps?
Michael J. Petrilli 8.22.2024
NationalFlypaper
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Ed Department releases condensed guide to the No Child Left Behind Act
10.22.2002
NationalBlog
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California's education awards cancelled for this year
10.22.2002
NationalBlog
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Charter School Closures: The Opportunity for Accountability
Kelly Scott 10.22.2002
NationalBlog
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A "Noble Bet" in Early Care and Education: Lessons from One Community's Experience
Eric Osberg 10.22.2002
NationalBlog
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Rookie superintendents share their battle stories
10.22.2002
NationalBlog
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New York City's poorest students receive the least Title I money
10.22.2002
NationalBlog
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Legislating Equity: The Distribution of Emergency Permit Teachers in California
Chester E. Finn, Jr. 10.22.2002
NationalBlog
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The Private Sector Serving the Educational Needs of the Poor: A Case Study from the Philippines
Chester E. Finn, Jr. 10.22.2002
NationalBlog
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Massachusetts approves controversial history guidelines
10.22.2002
NationalBlog
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Attracting Principals to the Superintendency: Conditions that Make a Difference to Principals
Terry Ryan 10.22.2002
NationalBlog
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Whose America? Culture Wars in the Public Schools
Chester E. Finn, Jr. 10.22.2002
NationalBlog
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The social studies problem: Is there a federal solution?
Chester E. Finn, Jr. 10.22.2002
NationalBlog