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
Taking on the achievement gap in high school
9.12.2001
NationalBlog
Lowering the bar for high school exit in New Jersey
9.12.2001
NationalBlog
Cleveland Scholarship Program Evaluation 1998-2000
Chester E. Finn, Jr. 9.12.2001
NationalBlog
From Ground Zero Plus One Mile
Diane Ravitch 9.12.2001
NationalBlog
Longitudinal Evaluation of School Change and Performance in Title I Schools: Final Report
Chester E. Finn, Jr. 9.12.2001
NationalBlog
The project method of instruction (circa 1921)
9.12.2001
NationalBlog
Another Skirmish in the Battle over Teacher Certifications
9.5.2001
NationalBlog
Results of a School Voucher Experiment: The Case of Washington, D.C. after Two Years
Kelly Amis 9.5.2001
NationalBlog
Parents try to remake a reluctant public school
9.5.2001
NationalBlog
Mobile students mess with accountability systems
9.5.2001
NationalBlog
Recent Studies from Education Privatization Center
Chester E. Finn, Jr. 9.5.2001
NationalBlog
Back to school with Isaac Newton
Chester E. Finn, Jr. 9.5.2001
NationalBlog