Education and Poverty: Confronting the Evidence

dc.contributor.author

Ladd, HF

dc.date.accessioned

2013-04-18T18:54:21Z

dc.date.issued

2012-03-01

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.identifier.eissn

1520-6688

dc.identifier.issn

0276-8739

dc.identifier.uri

https://hdl.handle.net/10161/6650

dc.publisher

Wiley

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

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Duke

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Economics

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Sanford School of Public Policy

pubs.organisational-group

Trinity College of Arts & Sciences

pubs.publication-status

Published

pubs.volume

31

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