ERIC Number: ED568853
Record Type: Non-Journal
Publication Date: 2007-Feb
The Opportunity Gap Achievement and Inequality in Education. Harvard Educational Review Reprint Series
da Silva, Carol DeShano, Ed.; Huguley, James Philip, Ed.; Kakli, Zenub, Ed.; Rao, Radhika, Ed.
Harvard Education Press
"The Opportunity Gap" aims to shift attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity. The achievement gap looms large in the current era of high-stakes testing and accountability. Yet questions persist: Has the accountability movement-and attendant discussions on the achievement gap-focused attention on the true sources of educational failure in American schools? Do we need to look beyond classrooms and schools for credible accounts of disparities in educational outcomes? The essays in this book reintroduce the overlooked central issue in educational inequity: the lack of opportunity that many social groups face in our common quest for educational attainment. In a series of wide-ranging and carefully nuanced essays, "The Opportunity Gap" casts much-needed light on the vexed relationship between society and education-and on the crucial, persistent role that education plays in addressing social ills. This volume is divided into three parts. Part One: "Social Structures, Institutions, and Education" introduces the following chapters: (1) Poverty and Education (Raewyn Connell); (2) "Improve the Women": Mass Schooling, Female Literacy, and Worldwide Social Change (Robert A. Levine, Sarah E. Levine, and Beatrice Schnell-Anzola); and (3) Cognitive Skill and Economic Inequality: Findings from the National Adult Literacy Survey (Stephen W. Raudenbush and Rafa M. Kasim). Part Two: "The Interactions among Schools, Students, and Communities" continues with: (4) The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools (Amy Stuart Wells and Irene Serna); (5) Structuring Failure and Success: Understanding the Variability in Latino School Engagement (Gilberto Q. Conchas); and (6) Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education (Ray C. Rist). Following an introduction, Part Three: "Expanding Opportunities, Fostering Achievement" provides: (7) The Algebra Project: Organizing in the Spirit of Ella (Robert Parris Moses, Mieko Kamii, Susan McAllister Swap, and Jeff Howard); (8) Citizenship for All in the Literate Community: An Ethnography of Young Children with Significant Disabilities in Inclusive Early Childhood Settings (Christopher Kliewer, Linda May Fitzgerald, Jodi Meyer-Mork, Patresa Hartman, Pat English-Sand, and Donna Raschke); and (9) Lessons from Students on Creating a Chance to Dream (Sonia Nieto).
Descriptors: Achievement Gap, Educational Opportunities, High Stakes Tests, Accountability, Academic Failure, Outcomes of Education, Equal Education, Social Structure, Social Change, Females, Cognitive Ability, Economically Disadvantaged, National Surveys, Adult Literacy, Politics of Education, Educational Change, Resistance to Change, Racial Integration, Hispanic American Students, Learner Engagement, Social Class, Teacher Expectations of Students, Ghettos, Citizenship Education, Ethnography, Disabilities, Early Childhood Education, Inclusion
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Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Assessments and Surveys: International Adult Literacy Survey