NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED568809
Record Type: Non-Journal
Publication Date: 2014-Jan
Pages: 200
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-61250-635-7
ISSN: N/A
Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education
Duncan, Greg J.; Murnane, Richard J.
Harvard Education Press
In this landmark volume, Greg J. Duncan and Richard J. Murnane lay out a meticulously researched case showing how--in a time of spiraling inequality--strategically targeted interventions and supports can help schools significantly improve the life chances of low-income children. The authors offer a brilliant synthesis of recent research on inequality and its effects on families, children, and schools. They describe the interplay of social and economic factors that has made it increasingly hard for schools to counteract the effects of inequality and that has created a widening wedge between low- and high-income students. "Restoring Opportunity" provides detailed portraits of proven initiatives that are transforming the lives of low-income children from prekindergarten through high school. All of these programs are research-tested and have demonstrated sustained effectiveness over time and at significant scale. Together, they offer a powerful vision of what good instruction in effective schools can look like. The authors conclude by outlining the elements of a new agenda for education reform. "Restoring Opportunity" is a crowning contribution from these two leading economists in the field of education and a passionate call to action on behalf of the young people on whom our nation's future depends. An index is included.
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Descriptive; Information Analyses
Education Level: Preschool Education; Early Childhood Education; Elementary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard University, Graduate School of Education