Creating Equitable Outcomes in a Segregated State
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| Title: | Creating Equitable Outcomes in a Segregated State |
|---|---|
| Language: | English |
| Authors: | Hatch, Thomas, Roegman, Rachel, Allen, David |
| Source: | Phi Delta Kappan. Feb 2019 100(5):19-24. |
| Availability: | 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 |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | 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 |
| Geographic Terms: | New Jersey |
| DOI: | 10.1177/0031721719827539 |
| ISSN: | 0031-7217 |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2019 |
| Accession Number: | EJ1203817 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0031-7217 |
| DOI: | 10.1177/0031721719827539 |
