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What Do We Know About High Poverty Schools? Summary of the High Poverty Schools Conference at UNC-Chapel Hill

What Do We Know About High Poverty Schools? Summary of the High Poverty Schools Conference at... Despite a century of alternating progressive and traditionalist reforms and despite the unselfish and creative efforts of many in high-poverty schools and of the profession as a whole, such schools generally remain highly ineffective in terms of their ability to reduce the learning gap or to accelerate their students after the third grade. S. Pogrow, 2006 Howard Machtinger The University of North Carolina at Chapel Hill Discourse about high poverty schooling generally revolves around three points of view. In the first, equity of school resources is considered to be the key ingredient in school improvement. In the second, no matter the school resources, there are successful high poverty schools, so therefore policy should focus on their example and not use poverty as an excuse for low performance.1 Finally, some hold that without significant changes in overall social policy and economic opportunity, the impact of school reform will be limited.2 This article summarizes the main points that emerged in the High Poverty Schooling in America conference which took place on October 13, 2006 at UNCChapel Hill and incorporates some of my own reflections about the conference. It focuses on the implications for policy and unresolved research and policy questions. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

What Do We Know About High Poverty Schools? Summary of the High Poverty Schools Conference at UNC-Chapel Hill

The High School Journal , Volume 90 (3) – Mar 20, 2007

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Publisher
University of North Carolina Press
Copyright
Copyright © 2007 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
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Abstract

Despite a century of alternating progressive and traditionalist reforms and despite the unselfish and creative efforts of many in high-poverty schools and of the profession as a whole, such schools generally remain highly ineffective in terms of their ability to reduce the learning gap or to accelerate their students after the third grade. S. Pogrow, 2006 Howard Machtinger The University of North Carolina at Chapel Hill Discourse about high poverty schooling generally revolves around three points of view. In the first, equity of school resources is considered to be the key ingredient in school improvement. In the second, no matter the school resources, there are successful high poverty schools, so therefore policy should focus on their example and not use poverty as an excuse for low performance.1 Finally, some hold that without significant changes in overall social policy and economic opportunity, the impact of school reform will be limited.2 This article summarizes the main points that emerged in the High Poverty Schooling in America conference which took place on October 13, 2006 at UNCChapel Hill and incorporates some of my own reflections about the conference. It focuses on the implications for policy and unresolved research and policy questions.

Journal

The High School JournalUniversity of North Carolina Press

Published: Mar 20, 2007

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