Creating Equitable Outcomes in a Segregated State

Autor/inn/en	Hatch, Thomas; Roegman, Rachel; Allen, David
Titel	Creating Equitable Outcomes in a Segregated State
Quelle	In: Phi Delta Kappan, 100 (2019) 5, S.19-24 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719827539
Schlagwörter	Equal Education; Outcomes of Education; School Segregation; School Districts; African American Students; Hispanic American Students; Learning Experience; Political Issues; Access to Education; Educational Opportunities; Elementary Secondary Education; Instructional Improvement; Expectation; Academic Achievement; New Jersey + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; School district; Schulbezirk; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernerfahrung; Politischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Unterrichtsqualität; Expectancy; Erwartung; Schulleistung
Abstract	Thomas Hatch, Rachel Roegman, and David Allen draw on examples from three districts in New Jersey -- one of the most segregated states in the United States for Black and Latinx students -- to present a multidimensional approach to creating equitable learning experiences. This approach begins with a focus on instruction but also takes into account the technical, political, and normative issues that determine which students gain access to the teachers, content, and other resources that support high-level learning. These stories show how local education leaders can combat the differences in access to educational opportunities and outcomes that come with segregation. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01