Education reform efforts continue to focus mostly on how higher quality teaching can overcome social and economic challenges. Yet, these efforts have failed to make a meaningful difference in the achievement gap between black and white children. In part, this continued reform focus on in-class factors is the result of a failure to understand the pathways by which social and economic disadvantage contributes to depressed academic performance and behavioral outcomes and greater health morbidities.
|Type||The article is a description of a research report I co-authored with Richard Rothstein|
|Media of output||The Washington Post|
|Number of pages||1|
|Place of Publication||Washington, DC|
|Publication status||Published - 22 May 2019|
- African American children