Can Education Reduce Social Inequity? 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Association for Supervision and Curriculum Development, 1997;copyright December 1997/January 1998.46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Social equality -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el.1998 (Browse shelf) | Available | PER277E |
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ABSTRACT : The equity gap in the United States-far more than in other industrialized countries-is seen in both opportunity to learn and in outcomes of children from both lower-income families and from minority groups. Though some closing of the gap has been observed in test results, such as scores on the National Assessment of Educational Progress and the Scholastic Assessment Tests, most gains were made in the 1970s; and the gap is widening again. Citizens of the United States do not have to tolerate such inequities; we know ways to support the achievement of all students, including those placed at risk of failure by their family circumstances. Students in many U.S. schools have achieved unparalleled success through research-based programs like Success for All, Reading Recovery, and the Abecedarian Project. If we address funding inequities and failure of will, the equity gap does not have to exist. 56
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