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
The clock is ticking on urban school reform
7.31.2002
NationalBlog
Middle Grades to High School: Mending a Weak Link
Kelly Scott 7.31.2002
NationalBlog
Charting success at a low-tech technology charter school
7.31.2002
NationalBlog
Inexorable and Inevitable: The Continuing Story of Technology and Assessment
Chester E. Finn, Jr. 7.31.2002
NationalBlog
Vouchers may debut in the Northeast
7.31.2002
NationalBlog
Further fiddling with standards and tests
Chester E. Finn, Jr. 7.31.2002
NationalBlog
States, districts struggle to implement No Child Left Behind
7.31.2002
NationalBlog
Treating teachers like professionals
7.31.2002
NationalBlog
Checking up on charter schools
7.31.2002
NationalBlog
Turn surplus PhDs in math and science into teachers
7.31.2002
NationalBlog
National Geographic Society Alliance Study
Chester E. Finn, Jr. 7.31.2002
NationalBlog