Fewer Children Left behind: Lessons from the Dramatic Achievement Gains of the 1990s and 2000s

Autor/in	Petrilli, Michael J.
Institution	Thomas B. Fordham Institute
Titel	Fewer Children Left behind: Lessons from the Dramatic Achievement Gains of the 1990s and 2000s
Quelle	(2019), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Legislation; Federal Legislation; Outcomes of Education; Academic Achievement; Economically Disadvantaged; Socioeconomic Background; Socioeconomic Status; Educational Change; Mathematics Achievement; Reading Achievement; Grade 4; Grade 8; Grade 12; African American Students; Hispanic American Students; White Students; National Competency Tests; Educational Trends; Trend Analysis; Minority Group Students; Poverty; Achievement Gains; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Lernleistung; Schulerfolg; Schulleistung; Sozioökonomische Lage; Socio-economic status; Sozioökonomischer Status; Bildungsreform; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; School year 12; 12. Schuljahr; Schuljahr 12; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Bildungsentwicklung; Trendanalyse; Armut; Achievement gain; Leistungssteigerung
Abstract	Speaking in front of the Education Writers Association, Secretary Betsy DeVos said that decades of reform efforts and increased social spending, both inside and outside of schools, "hasn't ultimately improved anything for any students, particularly not for the most vulnerable students." This seems to be a standard refrain from DeVos, and many other reformers as well, when making the case that past efforts have failed and it's time to try something different. In this white paper, the author digs into these claims, all in pursuit of determining whether America's schools have improved over the past quarter-century of reform. This requires looking not just at outcomes--test scores, graduation rates, college completion, and the like--but also at changing social conditions. The author finds that poor kids in America are doing much better than before, and that has served as a welcome tailwind for efforts to improve America's schools. (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01