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Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap Paperback – September 9, 2011

ISBN-13: 978-1416613060 ISBN-10: 1416613064 Edition: 1st Ed.

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Product Details

  • Paperback: 231 pages
  • Publisher: Association for Supervision & Curriculum Development; 1st Ed. edition (September 9, 2011)
  • Language: English
  • ISBN-10: 1416613064
  • ISBN-13: 978-1416613060
  • Product Dimensions: 8.9 x 6 x 0.6 inches
  • Shipping Weight: 12 ounces (View shipping rates and policies)
  • Average Customer Review: 4.2 out of 5 stars  See all reviews (6 customer reviews)
  • Amazon Best Sellers Rank: #102,343 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

A. Wade Boykin is a professor and director of the graduate program in the Department of Psychology at Howard University. He is also the executive director of the Capstone Institute at Howard University. Pedro Noguera is an internationally recognized thought leader on addressing issues of equity and diversity in public schools. He is the Peter L. Agnew Professor at New York University s Steinhardt School of Education, the executive director of the Metropolitan Center for Urban Education, and the co-director of the Institute for the Study of Globalization and Education in Metropolitan Settings.

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Customer Reviews

4.2 out of 5 stars
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Most Helpful Customer Reviews

6 of 7 people found the following review helpful By Brandon Schultz on January 4, 2013
Format: Paperback
The authors provide a very thoughtful review of the research literature examining the Black-White achievement gap in U.S. public schools. I tracked down several of the original articles that I was unfamiliar with and was pleasantly surprised by the quality of the research. In short, the book provides an easy-to-read road map to some of the best research out there. It is a great resource for anyone interested in this specific topic or educational psychology in general.

I do take issue with a couple of the authors' points, which I'll mention briefly. First, Boykin and Noguera make the popular claim that PISA scores show that U.S. students perform poorly relative to the rest of the world, but this is misleading. When U.S. scores are disaggregated by race, we find that White and Asian students are faring very well relative to other countries, suggesting that our public school system is actually among the best in the world, for those specific subgroups. The problem is that our success is not extended to minority students, so the international gap and the Black-White achievement gap are effectively one and the same. This is an important point because critics of public schools use the aggregated average performance of U.S. students to suggest that the entire institution is failing. It is not. It is failing Black and Hispanic students, and we need to be very clear about that when framing the discussion.

And second, the authors provide examples of successful and unsuccessful school districts late in the book and their descriptions seem to suggest that one of the characteristics of a failing district is teachers "blaming" families or other outside factors.
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1 of 1 people found the following review helpful By MICHAEL A CLARKE on June 19, 2013
Format: Paperback Verified Purchase
I found this book very insightful. There are excellent strategies to support students and to ameliorate the effects of stereotype threat which is very important when working with minority students in a majority environment.
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1 of 1 people found the following review helpful By Gayle U. on December 27, 2012
Format: Paperback Verified Purchase
This book was a well-researched study of the challenges to effectively educating urban children. The authors also offer sensible recommendations for meeting the challenges.
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