ERIC Number: EJ878426
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 45
Creating Schools where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap
Noguera, Pedro A.
Journal of Negro Education, v77 n2 p90-103 Spr 2008
This article explores the ways in which race is implicated in efforts to address the achievement gap in U.S. schools. Through an analysis of the theoretical and historical issues that have framed the relationship between race and intellectual ability, the author explains why the effort to close the achievement gap is politically and socially significant. The efforts of two suburban school districts to address the achievement gap is presented to illustrate why some schools are making progress in closing the achievement gap while others are not. These cases are used to make a call for a new discourse about the role of race in student achievement and to clarify how and why race continues to be so controversial and confounding to educators who are working to ensure that all children, regardless of their backgrounds, receive a quality education and have the opportunity to experience academic success.
Descriptors: Suburban Schools, Race, Academic Achievement, Educational Quality, Racial Differences, Achievement Gap, Educational History, School Districts, Role, Educational Environment
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A