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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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More training isn't the key to better teachers
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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In the wake of Zelman, where are the private schools?
Chester E. Finn, Jr. 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
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Court says New York is meeting its obligation to prepare citizens for basic duties
7.2.2002
NationalBlog
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A liberal case for parental control in education
6.27.2002
NationalBlog
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A Consumer's Guide to Teacher Quality: Opportunity and Challenge in the No Child Left Behind Act of 2001
Kelly Scott 6.27.2002
NationalBlog
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Closing the Achievement Gap: No Excuses
Chester E. Finn, Jr. 6.27.2002
NationalBlog
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Education philanthropy with a view to the bottom line
6.27.2002
NationalBlog
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All Over The Map: State Policies to Improve the High School
Janet Heffner 6.27.2002
NationalBlog
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The Zelman Decision and Beyond
Michael Heise 6.27.2002
NationalBlog
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Evidence Matters: Randomized Trials in Education Research
Chester E. Finn, Jr. 6.27.2002
NationalBlog