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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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Leaving No Child Behind: Lessons from the Houston Independent School District
Chester E. Finn, Jr. 12.5.2001
NationalBlog
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BIA and DOD Schools: Student Achievement and Other Characteristics Often Differ from Public Schools'
Chester E. Finn, Jr. 12.5.2001
NationalBlog
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More debate over teacher certification
12.5.2001
NationalBlog
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The real problem with large, urban high schools and how to solve it
12.5.2001
NationalBlog
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Charters, Vouchers & Public Education
Chester E. Finn, Jr. 12.5.2001
NationalBlog
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Why Public Schools Lose Teachers
Chester E. Finn, Jr. 12.5.2001
NationalBlog
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On E.S.E.A., entrepreneurship, patriotism, and Islam
Chester E. Finn, Jr. 12.5.2001
NationalBlog
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Performance-based pay for teachers is considered in Arizona
12.5.2001
NationalBlog
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Scientists investigate class size reduction and find it lacking
12.5.2001
NationalBlog
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Raising Minority Achievement: A Compendium of Education Programs and Practices
Kelly Scott 12.5.2001
NationalBlog