Can gaps in the quality of early environments and noncognitive skills help explain persisting black-white achievement gaps?

Steady Gains and Stalled Progress: Inequality and The Black-White Test Score Gap

Volumn , Issue , 2008, Pages 139-180

  Grissmer, David ^a   Eiseman, Elizabeth ^b  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84902751852     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

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