阶级和学校——利用社会、经济和教育改革来缩小黑人和白人的成就差距

Stephanie Hatheway
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By the fifth chapter, the author begins illustrating what reforms need to take place to close the achievement gap. The clear organization of the chapters helped to give background information and facts. Each chapter is broken down into topics that are all linked by a single heading; this connected ideas seamlessly. The preface is written by a renowned economist, which gives credibility to statements the author made in the book. The introduction gives useful background facts on the desegregation of public schools. The author uses bar graphs effectively to visually represent information. Especially practical is the endnotes section because everything is referenced and numbered. The amount of facts and history contained in the endnotes alone helps to clearly state the author's point of view. There is an Appendix titled \"What employers say about graduates\" that is insightful and magnifies the current problem of what is not being tested on standardized tests. 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The introduction gives useful background facts on the desegregation of public schools. The author uses bar graphs effectively to visually represent information. Especially practical is the endnotes section because everything is referenced and numbered. The amount of facts and history contained in the endnotes alone helps to clearly state the author's point of view. There is an Appendix titled \\\"What employers say about graduates\\\" that is insightful and magnifies the current problem of what is not being tested on standardized tests. The book consists of five chapters. Chapter One highlights historical background of the achievement gap, misunderstandings about the concept, genetic factors, social class, health care, cultural and even housing differences that affect student performance. Rhetorical questions help to analyze whether cultural background or society explain discrepancies in academic achievement. 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引用次数: 599

摘要

《阶级和学校——利用社会、经济和教育改革来缩小黑人和白人之间的成就差距》理查德·罗斯坦经济政策研究所,华盛顿特区2004平装本:18.98美元* 1-932066-09-8《阶级和学校》的主题集中在缩小黑人和白人学生之间的成就差距上。作者讨论了各种政府改革,如经济、社会和医疗改革,这些改革必须在成就差距真正弥合之前实施。这本书的组织设置是为了初步解释黑人和白人学生之间的成绩差距,以及社会阶层如何对成绩差异产生重大影响。章节的顺序是合乎逻辑的。讨论了成就差距的定义、抚养孩子的社会阶层差异以及黑人和白人学生之间的文化差异。到第五章,作者开始说明需要进行哪些改革来缩小成绩差距。章节的清晰组织有助于提供背景信息和事实。每一章都被分解成多个主题,这些主题都由一个标题链接起来;这将想法无缝地连接起来。该书的序言是由著名经济学家撰写的,这为作者的陈述提供了可信度。引言部分提供了有关公立学校废除种族隔离的有用背景事实。作者使用条形图有效地直观地表示信息。特别实用的是尾注部分,因为所有内容都有引用和编号。仅尾注中所包含的事实和历史的数量就有助于清楚地阐明作者的观点。书中有一篇名为“雇主对毕业生的看法”的附录,很有见地,并放大了当前标准化考试中没有测试的问题。这本书共有五章。第一章强调了成就差距的历史背景、对这一概念的误解、遗传因素、社会阶层、医疗保健、文化甚至住房差异等影响学生表现的因素。反问句有助于分析文化背景或社会是否解释了学术成就的差异。本章最令人吃惊的事实是,在受过大学教育的父母的家庭中长大的中产阶级幼儿园孩子的词汇量与在没有受过大学教育的父母的家庭中长大的黑人幼儿园孩子的词汇量的统计数据。中产阶级的孩子开始上学时所掌握的词汇与下层阶级的黑人成年人所掌握的词汇相当。第二章解释了当涉及到学生成绩差距时,一些学校是如何“战胜人口统计学的几率”的,并在这一章中给出了学校的例子。威廉·桑德斯博士有一个特别有趣的讨论,他称之为“田纳西州增值评估系统”。这一体系将教师对成绩差距的影响与孩子的家庭背景、健康和学术潜力分离开来。对于公立学校的教育工作者来说,这是一个新的转折,因为根据桑德斯博士的方法,只有部分责任可以归咎于教师的低成就。更有趣的是,桑德博士的研究结果只适用于教数学而不教阅读的老师。值得注意的是,读写能力在任何测试中都是一个更难衡量的概念。还有人提到,“没有借口”的学校并不是他们看起来的那样。例如,在纽约市的一所学校里,被贴上“低收入”标签的孩子实际上与拿哈佛大学毕业生津贴的父母住在一起。收入水平较低,但家庭教育和读写能力并不能准确反映有风险的学生。错误地要求学校承担缩小成绩差距的责任是第三章的主要症结。…
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Class and Schools - Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap
CLASS AND SCHOOLS - USING SOCIAL, ECONOMIC, AND EDUCATIONAL REFORM TO CLOSE THE BLACK-WHITE ACHIEVEMENT GAP RICHARD ROTHSTEIN ECONOMIC POLICY INSTITUTE, WASHINGTON, DC 2004 PAPERBACK: $18.98 * 1-932066-09-8 The theme of Class and Schools centers on closing the achievement gap between Black and White students. The author discusses various governmental reforms such as economic, social and medical changes, that must be implemented before the achievement gap will ever truly be bridged. The organization of the book is set up to initially explain the achievement gap between Black and White students and how social class has a great impact on the difference in scores. The order of the chapters is logical. Defining the achievement gap, social class differences in raising children, and cultural differences between Black and White students are discussed. By the fifth chapter, the author begins illustrating what reforms need to take place to close the achievement gap. The clear organization of the chapters helped to give background information and facts. Each chapter is broken down into topics that are all linked by a single heading; this connected ideas seamlessly. The preface is written by a renowned economist, which gives credibility to statements the author made in the book. The introduction gives useful background facts on the desegregation of public schools. The author uses bar graphs effectively to visually represent information. Especially practical is the endnotes section because everything is referenced and numbered. The amount of facts and history contained in the endnotes alone helps to clearly state the author's point of view. There is an Appendix titled "What employers say about graduates" that is insightful and magnifies the current problem of what is not being tested on standardized tests. The book consists of five chapters. Chapter One highlights historical background of the achievement gap, misunderstandings about the concept, genetic factors, social class, health care, cultural and even housing differences that affect student performance. Rhetorical questions help to analyze whether cultural background or society explain discrepancies in academic achievement. The most startling facts from this chapter are statistics about the size of the vocabulary of the middle-class kindergartener being raised in a home with college educated parents, compared to the vocabulary of the Black kindergartener from the home of non-degreed parents. The middle-class child begins school with a vocabulary equivalent to that of the lower-class Black adult. Chapter Two explains how some schools "beat the demographic odds" when it comes to student achievement gaps, and within the chapter examples of the schools are given. There is a particularly interesting discussion by Dr. William Sanders about what he refers to as the "Tennessee value-added assessment system." This system separates the influence of teachers on the achievement gap from the child's family background, health and academic potential. This is a new twist for public school educators because only some of the blame could be placed on teachers for low achievement, according to the method of Dr. Sanders. Even more interesting is that the results of Dr. Sander's study only work for teachers who teach math and not reading. It is important to note that literacy is a much more difficult concept to measure on any test. There is also mention that "no excuses" schools are not really what they seem to be. For example, in one school in New York City, children who were labeled "low income" actually lived with parents who were on graduate stipends from Harvard. The income level was low, but the familial education and literacy did not accurately reflect at-risk students. Incorrectly holding schools accountable for closing the achievement gap is the main crux of Chapter Three. …
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