Reframing the achievement gap

Phi Delta Kappan

Volumn 86, Issue 8, 2005, Pages 582-589

  Evans, Robert ^a  

^a Human Relations Service Inc ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17444417416     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508600806     Document Type: Article

References (38)

1. Kati Haycock, "Helping All Students Achieve," Educational Leadership, March 2001, pp. 6-11.
2. Carol Ann Tomlinson, How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed. (Alexandria, Va.: Association for Supervision and Curriculum Development, 2001).
3. Jonathan Kozol, Savage Inequalities: Children in America's Schools (New York: Crown, 1991).
4. Mihaly Csikszentmihalyi, "Education for the Twenty-First Century," Daedalus, Fall 1995, p. 107.
5. Robert Evans, Family Matters: How Schools Can Cope with the Crisis in Childrearing (San Francisco: Jossey-Bass, 2004).
6. James Gallagher, "Education, Alone, Is a Weak Treatment," Education Week, 8 July 1998, pp. 60, 43.
7. Glen E. Robinson and David P. Brandon, NAEP Test Scores: Should They Be Used to Compare and Rank State Educational Quality? (Arlington, Va.: Educational Research Service, 1994).
8. Howard Gardner, "Paroxysms of Choice," New York Review of Books, 19 October 2000, pp. 44-49.
9. David J. Armor, "Environmental Effects on I.Q.: From the Family or from Schools?," Education Week, 19 November 2003, pp. 32-33.
10. James Coleman, Equality of Educational Opportunity (Washington, D.C.: U.S. Government Printing Office, 1969).
11. Christopher Jencks et al., Inequality: A Reassessment of the Effect of Family and Schooling in America (New York: Basic Books, 1972), pp. 255-56.
12. Ronald Edmonds, "Effective Schools for the Urban Poor," Educational Leadership, October 1979, p. 23.
13. Paul Barton and Richard J. Coley, America's Smallest School: The Family (Princeton, N.J.: Educational Testing Service Policy Information Center, 1992).
14. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Washington, D.C.: Economic Policy Institute, 2002), pp. 42-44; Paul E. Barton, The Achievement Gap: Baselines for Tracking Progress (Princeton, N.J.: Educational Testing Service Policy Information Center, 2003), pp. 30-31; and John Merrow, "The 'Failure' of Head Start," Education Week, 25 September 2002, p. 52. See also Harold Hodgkinson, Leaving Too Many Children Behind (Washington, D.C.: Institute for Educational Leadership, April 2003), available at www.iel.org/index.html.
15. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Washington, D.C.: Economic Policy Institute, 2002), pp. 42-44; Paul E. Barton, The Achievement Gap: Baselines for Tracking Progress (Princeton, N.J.: Educational Testing Service Policy Information Center, 2003), pp. 30-31; and John Merrow, "The 'Failure' of Head Start," Education Week, 25 September 2002, p. 52. See also Harold Hodgkinson, Leaving Too Many Children Behind (Washington, D.C.: Institute for Educational Leadership, April 2003), available at www.iel.org/index.html.
16. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Washington, D.C.: Economic Policy Institute, 2002), pp. 42-44; Paul E. Barton, The Achievement Gap: Baselines for Tracking Progress (Princeton, N.J.: Educational Testing Service Policy Information Center, 2003), pp. 30-31; and John Merrow, "The 'Failure' of Head Start," Education Week, 25 September 2002, p. 52. See also Harold Hodgkinson, Leaving Too Many Children Behind (Washington, D.C.: Institute for Educational Leadership, April 2003), available at www.iel.org/index.html.
17. Valerie E. Lee and David T. Burkam, Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School (Washington, D.C.: Economic Policy Institute, 2002), pp. 42-44; Paul E. Barton, The Achievement Gap: Baselines for Tracking Progress (Princeton, N.J.: Educational Testing Service Policy Information Center, 2003), pp. 30-31; and John Merrow, "The 'Failure' of Head Start," Education Week, 25 September 2002, p. 52. See also Harold Hodgkinson, Leaving Too Many Children Behind (Washington, D.C.: Institute for Educational Leadership, April 2003), available at www.iel.org/index.html.
18. Richard Rothstein, "Class and the Classroom," American School Board Journal, October 2004, pp. 16-21.
19. Doris R. Entwisle and Karl L. Alexander, "Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School," American Sociological Review, vol. 57, 1992, pp. 72-84; Richard Allington and Anne McGill-Franzeh, "The Impact of Summer Setback on the Reading Achievement Gap," Phi Delta Kappan, September 2003, pp. 68-75; and Gerald W. Bracey, "Summer Loss: The Phenomenon No One Wants to Deal With," Phi Delta Kappan, September 2002, pp. 12-13.
20. Doris R. Entwisle and Karl L. Alexander, "Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School," American Sociological Review, vol. 57, 1992, pp. 72-84; Richard Allington and Anne McGill-Franzeh, "The Impact of Summer Setback on the Reading Achievement Gap," Phi Delta Kappan, September 2003, pp. 68-75; and Gerald W. Bracey, "Summer Loss: The Phenomenon No One Wants to Deal With," Phi Delta Kappan, September 2002, pp. 12-13.
21. Doris R. Entwisle and Karl L. Alexander, "Summer Setback: Race, Poverty, School Composition, and Mathematics Achievement in the First Two Years of School," American Sociological Review, vol. 57, 1992, pp. 72-84; Richard Allington and Anne McGill-Franzeh, "The Impact of Summer Setback on the Reading Achievement Gap," Phi Delta Kappan, September 2003, pp. 68-75; and Gerald W. Bracey, "Summer Loss: The Phenomenon No One Wants to Deal With," Phi Delta Kappan, September 2002, pp. 12-13.
22. Barton, pp. 22-23; and Sam Dillon, "When Students Are in Flux, Schools Are in Crisis," New York Times, 21 July 2004, p. B-9.
23. Barton, pp. 22-23; and Sam Dillon, "When Students Are in Flux, Schools Are in Crisis," New York Times, 21 July 2004, p. B-9.
24. Barton, pp. 32-33; and Lee and Burkam, pp. 36-39.
25. Barton, pp. 34-35; Sara McLanahan and Gary Sandefur, Growing Up with a Single Parent (Cambridge, Mass.: Harvard University Press, 1994), pp. 2, 45.
26. Barton, pp. 34-35; Sara McLanahan and Gary Sandefur, Growing Up with a Single Parent (Cambridge, Mass.: Harvard University Press, 1994), pp. 2, 45.
27. Barton, pp. 26-27; and Dalton Conley and Neil G. Bennett, "Is Biology Destiny? Birth Weight and Life Chances," American Sociological Review, June 2000, pp. 458-67.
28. Barton, pp. 26-27; and Dalton Conley and Neil G. Bennett, "Is Biology Destiny? Birth Weight and Life Chances," American Sociological Review, June 2000, pp. 458-67.
29. Laurence Steinberg, Beyond the Classroom (New York: Simon & Schuster, 1996), pp. 159-62; and John Ogbu, Black American Students in an Affluent Suburb (Hillsdale, N.J.: Erlbaum, 2003), pp. 198-210.
30. Laurence Steinberg, Beyond the Classroom (New York: Simon & Schuster, 1996), pp. 159-62; and John Ogbu, Black American Students in an Affluent Suburb (Hillsdale, N.J.: Erlbaum, 2003), pp. 198-210.
31. Claude Steele, "Thin Ice: 'Stereotype Threat' and Black College Students," Atlantic, August 1999, pp. 68-69.
32. Ogbu, p. 37.
33. Gerald W. Bracey, "The 12th Bracey Report on the Condition of Public Education," Phi Delta Kappan, October 2002, p. 148; and Stephen Krashen, "Don't Trust Ed. Trust," Substance, February 2002, p. 3.
34. Gerald W. Bracey, "The 12th Bracey Report on the Condition of Public Education," Phi Delta Kappan, October 2002, p. 148; and Stephen Krashen, "Don't Trust Ed. Trust," Substance, February 2002, p. 3.
35. Barton, p. 36.
36. We already have models that have demonstrated enduring positive effects. The most notable of them is the Perry Preschool Project. See Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart, Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (Ypsilanti, Mich.: Monographs of the High/Scope Educational Research Foundation, 10, High/Scope Press, 1993).
37. Phil Smith, Alex Molnar, and John Zahorik, "Class-Size Reduction: A Fresh Look at the Data," Educational Leadership, September 2003, pp. 72-74.
38. Lee and Burkam, p. 1.