Education and Poverty: Confronting the Evidence
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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. © 2012 by the Association for Public Policy Analysis and Management.
Published Version (Please cite this version)10.1002/pam.21615
Publication InfoLadd, Helen F (2012). Education and Poverty: Confronting the Evidence. Journal of Policy Analysis and Management, 31(2). pp. 203-227. 10.1002/pam.21615. Retrieved from http://hdl.handle.net/10161/6650.
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Susan B. King Professor Emeritus of Public Policy
Helen F. Ladd is the Susan B. King Professor Emerita of Public Policy and Economics at Duke University’s Sanford School of Public Policy. Her education research focuses on school finance and accountability, teacher labor markets, school choice, and early childhood programs. With colleagues at Duke University and UNC, she has used rich longitudinal administrative data from North Caroline to study school segregation, teacher labor markets, teacher quality, charter school