It seems to be a common-sense argument that, if teachers know how to teach reading, or math, or any other subject, and if schools emphasize the importance of these tasks and permit no distractions, children should be able to learn regardless of their family income or skin color. But this perspective is misleading and dangerous. It ignores how social class characteristics in a stratified society like ours influence learning in school. For nearly half a century, the association between social and economic disadvantage and the student achievement gap has been well known to economists, sociologists, and educators. Most, however, have avoided the obvious implication of this understanding, that raising the achievement of lower-class children requires that public policy address the social and economic conditions of these children’s lives, not just school reform.
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Richard Rothstein is a research associate of the Economic Policy Institute and a visiting lecturer at Teachers College, Columbia University. He is also the author of The Way We Were? The Myths and Realities of America’s Student Achievement (Century Foundation Press 1998).Review:
... powerful volume that needs to be read by scholars, policy makers, and practitioners who have the capacity to shape tomorrow. -- From the preface by Arthur E. Levine, president, Teachers College, Columbia University
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Book Description Economic Policy Institute, 2004. Paperback. Book Condition: New. Brand new gift quality softcover Please email for photos. Larger books or sets may require additional shipping charges. Books sent via US Postal. Bookseller Inventory # 78792
Book Description Economic Policy Institute, 2004. Paperback. Book Condition: New. book. Bookseller Inventory # M1932066098
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