Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina. Research Brief

Autor/inn/en	Oakes, Jeannie; Cookson, Peter; George, Janel; Levin, Stephanie; Carver-Thomas, Desiree
Institution	Learning Policy Institute
Titel	Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina. Research Brief
Quelle	(2021), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Disadvantaged Schools; Poverty; Court Litigation; Access to Education; Educational Policy; State Policy; Early Childhood Education; Barriers; Community Schools; Evidence Based Practice; Teacher Supply and Demand; Educational Finance; Technical Assistance; Public Schools; Minority Group Students; Academic Achievement; Educational Resources; Racial Differences; North Carolina + Suchen Sie Ihr Suchwort? Armut; Rechtsstreit; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Early childhood; Frühkindliche Bildung; Frühpädagogik; Community school; ; Gemeindeschule; Gemeinschaftsschule; Lehrerbedarf; Bildungsfonds; Technische Hilfe; Public school; Öffentliche Schule; Schulleistung; Bildungsmittel; Rassenunterschied
Abstract	This brief draws on a 2019 study of high-poverty schools in North Carolina conducted in support of the state's efforts to comply with the North Carolina Supreme Court's decision in "Leandro v. the State of North Carolina." The study found that high-poverty schools provide inadequate and unequal educational resources and opportunities to their students, due in part to past policy choices, thus denying them a sound basic education. Further, high-poverty schools fail to address adverse out-of-school conditions that inhibit learning and development. Key recommendations outline policy steps to (1) expand high-quality early childhood education; (2) attract, prepare, and retain a diverse, high-quality workforce in high-poverty schools; (3) provide additional time, resources, and capacity in high-poverty schools; and (4) provide resources, opportunities, and supports to address out-of-school barriers to learning, using community schools or other evidence-based approaches. [For the 2019 study, "Providing an Equal Opportunity for a Sound Basic Education in North Carolina's High-Poverty Schools: Assessing Needs and Opportunities," see ED614439.] (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01