Class and Schools - Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap

By Stephanie Hatheway. 2006

639 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f9e4ef0889ee4b3b73affb89ddfa6408ff5e4522

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In Education

Citations in the corpus

The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades (2009, background): “Of these, the strongest determinant of achieve ment is family socioeconomic status (Rothstein, 2004), which affects children’s educational opportunities, access to resources, role models, and verbal interactions (Gándara, Rumberger, Maxwell-Jolly, & Callahan, 2003; Hao & Bonstead-Bruns, 1998;…”
Making Sense of School Sanctioning Policies in Urban High Schools (2007, background): “As they locate the cause and responsibility of school failure in individual schools and faculty, such policies obscure the social and economic conditions that contribute to school failure (Jencks & Philips, 1998; Rothstein, 2004).”
Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective (2010, background): “There are points over the past several decades that reveal hope if decreased inequality is the goal (Rothstein 2004).”
Charters Without Lotteries: Testing Takeovers in New Orleans and Boston (2016, neutral): “(Rothstein, 2004, p. 82.)”
Assessing No Child Left Behind and the Rise of Neoliberal Education Policies (2007, background): “Because test scores strongly correlate with a student’s family income, a school’s score is more likely to reflect its students’ average family income than teaching or the curriculum (see “Social Class, Student Achievement, and the Black-White Achievement Gap” in Rothstein, 2004).”
The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap" (2009, background): “…White and Asian American students on one hand, and African American and Latino students on the other (Noguera, & Wing, 2006), is an issue that has received increasing attention in recent years (Ladson-Billings, 2006; Orr, 2003; Rothstein, 2004; Thernstrom & Thernstrom, 2003; Thompson, 2007).”
Lost and Turned Out (2007, background): “The reasons given for these disparities vary, but current research disputes the notion that “black students and low-income students exhibit more anti-social behavior” (Rothstein, 2004, p. 101).”
Our Impoverished View of Educational Research. (2006, background): “The economist Richard Rothstein understands this. In his recent book Class and schools (2004), he states:”
From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice (2010, background): “We know, for instance, that students in low-income communities are more likely to receive fewer resources and a qualitatively substandard education compared to their middle-class counterparts (Ferguson, 2000; Kozol, 1991; Rothstein, 2004).”
Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. (2006, background): “Others have suggested that even 15 percent is inadequate (Miller 2003), that bonuses would need to be at least $20,000 to have an impact (Rothstein 2004), or that bonuses would need to range between 20 and 50 percent of base salary to attract teachers to the highest-poverty schools (Hanushek, Kain,…”
What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools (2013, background): “responding to Lerman’s call, the word urban tends to assign deficiencies to urban places and urban people, a counterproductive effect, rather than to conditions such as racism, exploitation, segregation, lack of adequate resources, and corporate divestment and underemployment in cities that influenc”
Latino English Language Learners: Bridging Achievement and Cultural Gaps Between Schools and Families (2010, background): “Rothstein (2004) reviewed social class characteristics that influence the achievement gap and suggested that school reform efforts alone will not raise student achievement.”
The Demand for Effective Charter Schools (2018, positive): “alyze this process using a dynamic generalized Roy (1951) model that describes charter application portfolio choices, lottery offers, school attendance decisions, and test score outcomes.”
Student Engagement, Peer Social Capital, and School Dropout Among Mexican American and Non-Latino White Students (2008, background): “See Rothstein (2004) for recommended economic and social reforms that are geared toward forging a more effective and meritocratic system of education.”
Reexamining Social Class Differences in the Availability and the Educational Utility of Parental Social Capital (2008, background): “…more distinct class indicators, social class remains a powerful and divisive force (Bowles, Gintis, & Groves, 2005; Ehrenreich, 2001; Phillips, 2002) that bears mightily upon inequalities in schooling in the United States (Berliner, 2005; Brooks-Gunn & Duncan, 1997; Kozol, 2005; Rothstein, 2004).”
A Meta-Analysis on the Factors That Best Reduce the Achievement Gap (2015, background): “Some social scientists aver that the racial achievement gap is at its very heart a socioeconomic phenomenon and therefore must have financial solutions (Chideya, 1995; Rothstein, 2004).”
Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01. (2011, background): “fact met the success criterion only in a few grades or in a single year (Rothstein, 2004, ch. 2).”