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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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Model Contractor Standards & State Responsibilities for State Testing Standards
Chester E. Finn, Jr. 7.10.2002
NationalBlog
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Independence of federal education data at risk
7.10.2002
NationalBlog
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Who benefits from the Zelman decision?
7.10.2002
NationalBlog
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Why vouchers can't be taken to scale
7.10.2002
NationalBlog
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Efficiency, Accountability, and Equity Issues in Title I Schoolwide Program Implementation
Chester E. Finn, Jr. 7.10.2002
NationalBlog
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Massachusetts legislature attempts to head off bilingual ed referendum
7.10.2002
NationalBlog
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Block scheduling lowers test scores
7.10.2002
NationalBlog
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More training isn't the key to better teachers
7.2.2002
NationalBlog
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School choice crossroads
Kelly Scott 7.2.2002
NationalBlog
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Private School Racial Enrollments and Segregation
Chester E. Finn, Jr. 7.2.2002
NationalBlog
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Initiative to help states, schools ensure that No Child is Left Behind
7.2.2002
NationalBlog
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Class Size Reduction, Teacher Quality, and Academic Achievement in California Public Elementary Schools
Rob Lucas 7.2.2002
NationalBlog