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ERIC Number: EJ791652
Record Type: Journal
Publication Date: 2006
Pages: 6
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1533-8916
Why America's Disadvantaged Communities Need Twenty-First Century Learning
Wilson, Blenda J.
New Directions for Youth Development, n110 p47-52 Sum 2006
In most contemporary discussions about the achievement gap--between rich and poor students, and between Asian and white students on the one hand, and African American and Hispanic students on the other--the underlying assumption is that educational reform can eliminate it. Educational reform efforts, focused on testing and data-driven accountability, including the underlying principles of No Child Left Behind, have certainly enabled people to understand the pervasiveness and dimensions of educational inequality. In this article, the author believes that it is important to place the discussion of the achievement gap within the larger context of the increasing demand for higher levels of learning for everyone. She stresses that America's disadvantaged communities need 21st century learning because all children need to be better educated. Moreover, some of what people have learned by seeking improvements in learning for disadvantaged students can provide models for engagement in learning and development of new skills that will better serve all populations. (Contains 12 notes.)
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001