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Class And Schools: Using Social, Economic, And Educational Reform To Close The Black-White Achievement Gap Paperback – May 1, 2004

ISBN-13: 978-0807745564 ISBN-10: 0807745561 Edition: 8.8.2004

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Class And Schools: Using Social, Economic, And Educational Reform To Close The Black-White Achievement Gap + The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education
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Product Details

  • Paperback: 224 pages
  • Publisher: Economic Policy Institute and Teachers College; 8.8.2004 edition (May 1, 2004)
  • Language: English
  • ISBN-10: 0807745561
  • ISBN-13: 978-0807745564
  • Product Dimensions: 9 x 6.1 x 0.6 inches
  • Shipping Weight: 14.4 ounces (View shipping rates and policies)
  • Average Customer Review: 3.6 out of 5 stars  See all reviews (9 customer reviews)
  • Amazon Best Sellers Rank: #170,982 in Books (See Top 100 in Books)

Editorial Reviews

Review

''I devoured Class and Schools … it seemed an urgent call for our nation to address out-of-school factors holding poor children back.'' --Boston Review, May/June 2009

''I devoured Class and Schools … it seemed an urgent call for our nation to address out-of-school factors holding poor children back.'' --Boston Review, May/June 2009

''I devoured Class and Schools … it seemed an urgent call for our nation to address out-of-school factors holding poor children back.'' --Boston Review, May/June 2009

''I devoured Class and Schools … it seemed an urgent call for our nation to address out-of-school factors holding poor children back.'' --Boston Review, May/June 2009

''I devoured Class and Schools … it seemed an urgent call for our nation to address out-of-school factors holding poor children back.'' --Boston Review, May/June 2009

About the Author

Richard Rothstein is the Julius and Rosa Sachs Distinguished Lecturer at Teachers College, Columbia University.


Co-published by the Economic Policy Institute and Teachers College Press.


The Economic Policy Institute is a nonprofit, nonpartisan think tank that seeks to broaden the public debate about strategies to achieve a prosperous and fair economy. The Institute stresses real world analysis and a concern for the living standards of working people, and it makes its findings accessible to the general public, the media, and policy makers. EPI's books, studies, and popular education materials address important economic issues, analyze pressing problems facing the U.S. economy, and propose new policies.

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Customer Reviews

3.6 out of 5 stars
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Most Helpful Customer Reviews

24 of 28 people found the following review helpful By Edward Fiske on August 31, 2004
Format: Paperback
"Class and Schools" is a perceptive study of what we can - and cannot - expect public schools to do on their own to narrow the black-white achievement gap. Rothstein is particularly astute in his descriptions of the subtle cognigitive and psychological skills that middle class students bring to school and how these skills serve them well, particularly in the upper grades. He also offers a critique of the "outlier" literature that draws overly broad conclusions from the fact that some schools serving disadvantaged students are effective. Many, if not most, readers will take issue with Rothstein over his policy recommendations, but anyone thinking seriously about the achievement gap will have to confront the major points that he makes and the evidence behind them.
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3 of 3 people found the following review helpful By Dr. Chris Gelenter on December 25, 2011
Format: Paperback
I had the opportunity to listen to Richard Rothstein speak in Little Rock, Arkansas in 2006. I spoke with him for about 20 minutes after his presentation. Most educators who read his book miss out on many of his messages. There are several. It is more than just a book about Race in Education. He does an excellent job of portraying the differences between traditional public schools and charter schools. He writes at length about how difficult it is to legislate systemic change from any level. He also talks about socio-economics and opportunities and their effect on public education. Many educators agree with Rothstein that the breakdown of the American family is one of the leading systemic problems in American Public Education. There are also many inherent problems with government incompetence and corruption in terms of nationally legislating public education. When Rothstein spoke he was very honest that he was a researcher and not a practitioner in education. But yet his arguments are very compelling. Anybody who thought that this book was just about Race probably needs to sit down and read it again.
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2 of 4 people found the following review helpful By Alessa A. Podolak on March 8, 2007
Format: Paperback Verified Purchase
This book really takes a look at the different "reasons" behind the Black-White Achievement Gap, because let's face it there still is one and when we talk about "poorer" familes, they tend to make up much of the black population. The book takes into account the very reasons why it is difficult for those who end up in the low achievement bracket, to make their way up the ladder. Quick, easy read and great for those who have an interest in education.
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0 of 1 people found the following review helpful By Peter Goff on February 15, 2009
Format: Paperback Verified Purchase
With the vast resources devoted to closing/reducing the achievement gap, this book is a much needed addition to the discussion. While this book sets up the argument that some of the gap is a expected (if undesirable) outcome of social class, it omits the part of the argument that outlines (a) how we determine the magnitude of the gap that is a construct of inequitable constraints on opportunity and (b) what are the best methods to eliminate this gap.
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9 of 17 people found the following review helpful By Bill Murphy on July 10, 2005
Format: Paperback
I looked to Rothstein's book for a thoroughly documented defense of public education in light of its inability to resolve fundamental inequalities. I was not disappointed but those who seek feasible proposals to remedy the problem will not find it here. The basic solution seems to be to extend the public education system into early childhood. I see a number of problems: 1. if we cannot afford the employment of highly paid teaching professionals in K-12, how will we do it for early childhood professionals paid at comparible salaries. 2. If the stress on on cognitive skills is problematic, why would such professional status be required anyways. He points out the importance of behavioral/character training but rules out the use of less educated adults in these communities to impart that training. I believe that they will be most effective in training and disciplining the children than a middle class college grad. Moreover, they will provide the intensive coverage needed at the lowest cost. Have the high priced professionals train the aides from the area and then send them to the day-care and other preschool programs to do the early childhood education. In conclusion, the non-sequitars involved in the proposed soluctions do not invalidate the objective summaries of the research and the entirely valid objections to standardized testing as enshrined in the NCLB. I would certainly recommend it for a critical understanding of the issue. Then go to Valerie Lee and Ted Sizer for better solutions.
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