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Let's stop calling it an achievement gap /

"Between 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources...

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Bibliographic Details
Main Author: Arnett, Autumn A. (Author)
Corporate Author: EBSCOhost books.
Format: Online Book
Language:English
Published: Charlotte, NC : Information Age Publishing, Inc., 2019.
Series:Contemporary perspectives on access, equity, and achievement.
Subjects:
Access:Online version
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040 |a DLC  |b eng  |e rda  |c DLC  |d YDX  |d EBLCP  |d OCLCO  |d N$T  |d OCLCF  |d NhCcYBP 
020 |a 9781641135207  |q (electronic bk.) 
020 |a 1641135204  |q electronic book 
020 |z 9781641135184  |q paperback 
020 |z 1641135182 
043 |a n-us--- 
050 4 |a LC213.2  |b .A75 2019 
100 1 |a Arnett, Autumn A.,  |e author. 
245 1 0 |a Let's stop calling it an achievement gap /  |c by Autumn A. Arnett. 
246 3 |a Let us stop calling it an achievement gap 
264 1 |a Charlotte, NC :  |b Information Age Publishing, Inc.,  |c 2019. 
300 |a 1 online resource (xvi, 123 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Contemporary perspectives on access, equity and achievement 
520 |a "Between 1980 and 2005, 45 states were involved in lawsuits around equity of funding and adequacy of education provided to all students in the state. Indeed, this investigation could have included any cities in America, and the themes likely would have been the same: Lower funding and resources, disproportionate numbers of teachers and school leaders who do not look like the students they serve, debates over the public's responsibility to provide fair and equitable education for all students in the jurisdiction, implicit biases from the top to the bottom and a resegregation of schools in America. Integration for Black families was never about an idea that Black students were better off if they could be around White students, it was about the idea that Black students would be better off if they could have access to the same education that white students had -- but residential segregation still enables de facto school segregation, when it isn't coded into policy. But for the overwhelming majority of Black students, they're stuck in segregated, underperforming schools. Schools where the teachers are dedicated to the mission, but where the cities and districts and states have failed to uphold their basic responsibility to maintain the upkeep of the schools and provide enough desks for each child and current textbooks"--  |c Provided by publisher. 
504 |a Includes bibliographical references. 
505 0 |a Atlanta : "a city full of colleges" its students can't access / with introduction by Dr. Angela Williams -- Baltimore : "turning trauma into power to change the world?" / with introduction by LaQuisha Hall -- Birmingham : "segregation forever" and the impact of suburban flight / with introduction by Sandra K. Brown -- Charlotte : "the fleecing of the urban school district" / with introduction by Gregory "Dee" Rankin -- Chicago : extreme decentralization and an investment in principals / introduction by Bryan Echols -- Dallas : all hands on deck to ensure smoother hand-offs between schools and the workforce / with introduction by Dr. Michael J. Sorrell and Kerry L. Condon -- Houston : lost economic opportunities a wake-up call to city leaders / with introduction by Dr. Kelly A. Brown -- Milwaukee : "We don't have failed schools. We have failed communities" / with introduction by Rashida A. Evans -- New Orleans : a total eclipse of local control- and how reform efforts have failed our students / with introduction by Dr. Henderson Lewis, Jr. -- Philadelphia : social justice as racial justice and educators' fight to take back their city / with introduction by Sharif El-Mekki. 
506 |a Electronic access restricted to Villanova University patrons. 
588 |a Description based on online resource; title from digital title page (viewed on March 19, 2019). 
650 0 |a Educational equalization  |z United States. 
650 0 |a Academic achievement  |z United States. 
650 0 |a Minorities  |x Education  |z United States. 
650 0 |a African Americans  |x Education. 
650 0 |a Discrimination in education  |z United States. 
650 0 |a Education  |x Social aspects  |z United States. 
650 7 |a EDUCATION / Administration / General.  |2 bisacsh 
650 7 |a EDUCATION / Educational Policy & Reform / General.  |2 bisacsh 
650 7 |a Academic achievement.  |2 fast  |0 (OCoLC)fst00794949 
650 7 |a African Americans  |x Education.  |2 fast  |0 (OCoLC)fst00799600 
650 7 |a Discrimination in education.  |2 fast  |0 (OCoLC)fst00895037 
650 7 |a Education  |x Social aspects.  |2 fast  |0 (OCoLC)fst00902773 
650 7 |a Educational equalization.  |2 fast  |0 (OCoLC)fst00903418 
650 7 |a Minorities  |x Education.  |2 fast  |0 (OCoLC)fst01023119 
651 7 |a United States.  |2 fast  |0 (OCoLC)fst01204155 
655 4 |a Electronic books. 
710 2 |a EBSCOhost books. 
830 0 |a Contemporary perspectives on access, equity, and achievement. 
856 4 0 |z Online version  |u http://ezproxy.villanova.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2006255 
960 |d 1  |s 65.00  |u OT-SOC-EDU 
961 |h EBSUU 
982 |a 99980389432 
852 0 |b WWW  |h LC213.2  |i .A75 2019