Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01

Autor/in	Ladd, Helen F.
Institution	Duke University, Sanford School of Public Policy
Titel	Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01
Quelle	(2011), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Evidence; Educational Attainment; Disadvantaged; Federal Legislation; Poverty; Educational Policy; Policy Analysis; Achievement Gap; Change Strategies; Educational Change; Poverty Programs; Outcomes of Education; Family Characteristics; Best Practices; Governance; Audits (Verification); Educational Quality; Educational Improvement; Improvement Programs; Educational Assessment; Educational Indicators; Academic Achievement; United States + Suchen Sie Ihr Suchwort? Evidenz; Bildungsabschluss; Bildungsgut; Bundesrecht; Armut; Politics of education; Bildungspolitik; Politikfeldanalyse; Lösungsstrategie; Bildungsreform; Armenfürsorge; Lernleistung; Schulerfolg; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Schulleistung; USA
Abstract	Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers and the promotion of competition, are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little--and are not likely to contribute much in the future--to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. (Contains 2 tables, 3 figures and 20 footnotes.) (As Provided).
Anmerkungen	Sanford School of Public Policy. Box 90239, Durham, NC 27708. Tel: 919-613-7401; Fax: 919-681-8288; Web site: http://www.sanford.duke.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10