Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01.
By Helen F. Ladd. 2011
274 citations recorded by the source corpus.
Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. C � 2012 by the Association
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/d049300cb93da5e414a23c2552ed258b6dcc0dd4
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Citations in the corpus
- Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools (2016, background): “Student academic outcomes are often linked to demographic factors of family poverty and racial or ethnic background, although there is much debate about the interaction between these factors and how they affect student achievement (G. Duncan & Magnuson, 2005; Ladd, 2012).”
- Equity and Excellence (2016, background): “Ladd (2012) in her presidential address to the Association for Public Policy noted that roughly 40% to 46% of the variance in student reading and math scores can be predicted by family income.”