Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

dc.creator	Harold Wenglinsky
dc.date	2004-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:29Z
dc.date.available	2015-07-20T22:09:29Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/ea34e7700dc34a59b73c815751161230
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12835
dc.description	No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/219
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 12, p 64 (2004)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices
dc.type	article