Can Policy Interventions Reduce Inequality? Looking beyond Test Scores for Evidence

Autor/in	Murnane, Richard J.
Institution	William T. Grant Foundation
Titel	Can Policy Interventions Reduce Inequality? Looking beyond Test Scores for Evidence
Quelle	(2021), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Intervention; Racial Differences; African American Students; Poverty; Social Differences; Equal Education; Educational Attainment; Parent Child Relationship; Public Policy; Policy Analysis; Low Income Groups; Taxes; Housing; Neighborhoods; Longitudinal Studies; Public Housing; School Choice; School Districts; Racial Segregation; Elementary Secondary Education; Employment; Social Isolation; College Preparation; Program Descriptions; North Carolina (Charlotte); Illinois (Chicago) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Armut; Sozialer Unterschied; Bildungsabschluss; Bildungsgut; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Öffentliche Ordnung; Politikfeldanalyse; Abgabe; Unterkunft; Neighbourhoods; Nachbarschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sozialer Wohnungsbau; Choice of school; Schulwahl; School district; Schulbezirk; Rassentrennung; Dienstverhältnis; Soziale Isolation
Abstract	Among the many troubling legacies of centuries of slavery and discrimination in the United States are extraordinary race-based inequalities in life chances. Black children grow up in families with much lower income and wealth, on average, than White children. They are more likely than White children to live in neighborhoods of concentrated poverty and to attend underfunded schools in which their classmates are also from low-income families. One consequence of these inequalities is that Black children are less likely than White children to acquire the skills, educational credentials, and networks that lead to well-paying jobs. Another is that the inequalities that hampered their lives are passed on to their children (Chetty et al., 2020). In this essay, Richard J. Murnane uses evidence from three studies to show that the nation has learned a lot about what it takes to reduce race-based inequalities. He also points out that the primary public policy strategies for reducing race-based inequalities and for measuring progress are inconsistent with the evidence from these recent studies. (ERIC).
Anmerkungen	William T. Grant Foundation. 570 Lexington Ave, New York, NY 10022. Tel: 212-752-0071; Fax: 212-752-1398; e-mail: info@wfgrantfdn.org; Web site: http://wtgrantfoundation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01