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| Autor/in | Anderson, Gary L. |
|---|---|
| Titel | Promoting Educational Equity in a Period of Growing Social Inequity: The Silent Contradictions of Texas Reform Discourse. |
| Quelle | In: Education and Urban Society, 33 (2001) 3, S.320-32Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-1245 |
| Schlagwörter | Stellungnahme; Academic Achievement; Accountability; Elementary Secondary Education; Equal Education; Low Income Groups; Minority Group Children; Poverty; Social Discrimination; Standardized Tests; Student Evaluation; Test Bias; Urban Education; Texas |
| Abstract | Suggests that the most useful discussion of accountability, testing, and educational equity should occur at the conceptual level rather than the level of conflicting individual studies. Argues that statistical debates avoid larger foundational questions about the goals of schooling in our society and emphasizes the need for research on effective systemic reform of school districts. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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