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Direct linkYeh, Stuart S. – Education and Urban Society, 2020
Empirical results are consistent with the hypothesis that socioeconomic factors contribute to initial disparities in performance that are perpetuated by demoralizing grading, testing, and grouping practices throughout the K-12 years. The hypothesis may explain why the achievement gap increases after children enter the school system, why Black…
Descriptors: Accountability, Value Added Models, Achievement Gap, Racial Differences
Harris, Donna M. – Education and Urban Society, 2012
As the postscript for this special issue of Education and Urban Society, this article considers the struggles urban schools report confronting as they implement standards-based reform and high stakes testing and discusses the implications these challenge have for future accountability policy aimed at promoting educational equity. Among the issues…
Descriptors: Urban Schools, Equal Education, Elementary Secondary Education, Organizational Change
Galloway, Charles; Lasley, Thomas J., II – Education and Urban Society, 2010
Urban schools have historically struggled to create engaging learning environments for students. One of the emerging answers to this educational conundrum is the development of more personalized learning environments. Such environments draw on the natural interests of students but contextualize those interests within demanding academic structures.…
Descriptors: Urban Schools, Educational Environment, Accountability, Individualized Instruction
