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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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No Child Left Behind: Meeting Challenges, Seizing Opportunities, Improving Achievement
Chester E. Finn, Jr. 10.17.2002
NationalBlog
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Educating Teachers: The Best Minds Speak Out
Chester E. Finn, Jr. 10.17.2002
NationalBlog
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Challenging the NYC schools chancellor to support charter schools
10.17.2002
NationalBlog
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"Fresh" offerings from the anti-reform camp
10.17.2002
NationalBlog
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More implementation challenges for the No Child Left Behind Act
10.17.2002
NationalBlog
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Edison explains its finances
10.17.2002
NationalBlog
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The Closing of the Education Frontier?
Chester E. Finn, Jr. 10.17.2002
NationalBlog
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Charter schools and urban education
Chester E. Finn, Jr. 10.17.2002
NationalBlog
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9/11 lessons for educators
10.17.2002
NationalBlog
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Teacher Training Programs: Activities Underway to Improve Teacher Training, but Information Collected To Assess Accountability Has Limitations
Allison Cole 10.17.2002
NationalBlog
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Education Reform Through Standards: What Does it Mean for Youth in Alternative Education Settings
Terry Ryan 10.17.2002
NationalBlog