Education and Poverty: Confronting the Evidence

Autor/in	Ladd, Helen F.
Titel	Education and Poverty: Confronting the Evidence
Quelle	In: Journal of Policy Analysis and Management, 31 (2012) 2, S.203-227 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.21615
Schlagwörter	Evidence; Federal Legislation; Disadvantaged; Educational Attainment; Educational Change; Educational Policy; Policy Analysis; Change Strategies; Politics of Education; Educational Improvement; Improvement Programs; Poverty; Outcomes of Education; Family Characteristics; Incidence; Poverty Programs; Educational Indicators; Educational Strategies; Achievement Gap; United States + Suchen Sie Ihr Suchwort? Evidenz; Bundesrecht; Bildungsabschluss; Bildungsgut; Bildungsreform; Politics of education; Bildungspolitik; Politikfeldanalyse; Lösungsstrategie; Educational policy; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Armut; Lernleistung; Schulerfolg; Vorkommen; Armenfürsorge; Educational indicato; Bildungsindikator; Lehrstrategie; 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 20 footnotes, 2 tables, and 3 figures.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10