School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03

Autor/in	Ladd, Helen F.
Institution	Duke Univ., Durham, NC. Terry Sanford Inst. of Public Policy.
Titel	School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03
Quelle	(2008), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Racial Differences; Scores; Accountability; White Students; School Policy; Educational Policy; Achievement Gap; African American Students; Teacher Qualifications; Classroom Techniques; Low Achievement; School Choice; Educational Quality; Social Influences; Social Bias; Class Size; Educational Change; At Risk Students; Student Placement; Socioeconomic Influences; Racial Segregation; Disproportionate Representation; School Districts; Teacher Salaries; Alternative Teacher Certification; Faculty Development; Teacher Student Ratio; Federal Legislation; Educational Vouchers; Charter Schools + Suchen Sie Ihr Suchwort? Rassenunterschied; Verantwortung; Schulpolitik; Politics of education; Bildungspolitik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lehrqualifikation; Klassenführung; Unterdurchschnittliche Leistung; Choice of school; Schulwahl; Quality of education; Bildungsqualität; Sozialer Einfluss; Klassengröße; Bildungsreform; Schülerpraktikum; Sozioökonomischer Faktor; Rassentrennung; School district; Schulbezirk; Lehrerbesoldung; Lehrervergütung; Lehrer-Schüler-Relation; Bundesrecht; Educational voucher; Bildungsgutschein; Charter school; Charter-Schule
Abstract	This paper examines school-related policies and strategies that have been proposed or justified, at least in part, on the basis of their potential for reducing black-white test score gaps. These include strategies, one of which is greater integration, to reduce differences in the quality of teachers faced by black and white students; school and classroom policies designed to improve the achievement of low-performing students; and the strategies of school accountability and parental choice designed to change incentives throughout the education system. While none of these strategies is likely to be sufficiently powerful to offset the powerful non-school social forces that contribute to the racial achievement gap, the failure of education policy makers to be vigilant about the aspects of the problems over which they do have control could well lead to even greater gaps in the future or to lost opportunities to reduce them. (Contains 19 footnotes and 3 tables.) (As Provided).
Anmerkungen	Terry Sanford Institute of Public Policy. P.O. Box 90239, Durham, NC 27708-0239. Tel: 919-613-7401; Fax: 919-681-8288; e-mail: ppsinfo@duke.edu; Web site: http://www.pubpol.duke.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10