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Education and Poverty: Confronting the Evidence

dc.contributor.author Ladd, Helen F
dc.date.accessioned 2013-04-18T18:54:21Z
dc.date.issued 2012-03-01
dc.identifier.issn 0276-8739
dc.identifier.uri http://hdl.handle.net/10161/6650
dc.description.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. © 2012 by the Association for Public Policy Analysis and Management.
dc.relation.ispartof Journal of Policy Analysis and Management
dc.relation.isversionof 10.1002/pam.21615
dc.title Education and Poverty: Confronting the Evidence
dc.type Journal article
pubs.begin-page 203
pubs.end-page 227
pubs.issue 2
pubs.organisational-group Center for Child and Family Policy
pubs.organisational-group Duke
pubs.organisational-group Economics
pubs.organisational-group Sanford School of Public Policy
pubs.organisational-group Trinity College of Arts & Sciences
pubs.publication-status Published
pubs.volume 31
dc.identifier.eissn 1520-6688


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