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Closing the Achievement Gap: A Vision for Changing Beliefs by Belinda Williams

By Belinda Williams

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Additional info for Closing the Achievement Gap: A Vision for Changing Beliefs and Practices, 2nd edition

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Goodlad & T. ), Integrating general and special education (pp. 125–148). New York: Merrill-Macmillan. Redding, S. (2001). The community of the school. In S. Redding & L. G. ), The community of the school (pp. 1–25). Lincoln, IL: Academic Development Institute. Rossman, S. , & Morley, E. (1995). The national evaluation in cities in schools: Executive summary. Washington, DC: The Urban Institute. Sergiovanni, T. J. (1993). Building community in schools. San Francisco: JosseyBass. Smylie, M. , & Crowson, R.

A question that goes to the heart of democratic public schooling. The CEIC Review, 10(5), 9–10, 21–22. Pritchard, I. (1999). Reducing class size: What do we know? S. Department of Education. Pugach, M. , & Warger, C. L. (1993). Curriculum considerations. In J. Goodlad & T. ), Integrating general and special education (pp. 125–148). New York: Merrill-Macmillan. Redding, S. (2001). The community of the school. In S. Redding & L. G. ), The community of the school (pp. 1–25). Lincoln, IL: Academic Development Institute.

If race and income were stronger determinants of test achievement than school policy and practice, the NAEP scores for minority and poor children could be expected to be fairly similar across all states, but this does not hold true. For example, Latino 8th graders in Indiana and Montana are only two grade levels behind whites, while those in Tennessee are five years behind. These data suggest that the differing state strategies and school structures do make a difference (Haycock, 2001). While some states have raised achievement for minority students, they continue to show a large and widening black-white gap.

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