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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 progres- sive and traditionalist reforms and despite the unselfish and creative efforts of many in high-poverty schools and of the profes- sion 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 Discourse about high poverty schooling gener- What Do We Know About High ally revolves around three points of view. In the Poverty Schools? Summary of the first, equity of school resources is considered to High Poverty Schools Conference at be the key ingredient in school improvement. In the second, no matter the school resources, UNC-Chapel Hill there are successful high poverty schools, so therefore policy should focus on their example and not use poverty as an excuse for low per- Howard Machtinger formance. Finally, some hold that without sig- The University of North Carolina nificant changes in overall social policy and at Chapel Hill economic opportunity, the impact of school reform will be limited. This article summarizes the main points that emerged in the High Poverty Schooling in America conference which took place on October 13, 2006 at UNC- Chapel Hill 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 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Despite a century of alternating progres- sive and traditionalist reforms and despite the unselfish and creative efforts of many in high-poverty schools and of the profes- sion 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 Discourse about high poverty schooling gener- What Do We Know About High ally revolves around three points of view. In the Poverty Schools? Summary of the first, equity of school resources is considered to High Poverty Schools Conference at be the key ingredient in school improvement. In the second, no matter the school resources, UNC-Chapel Hill there are successful high poverty schools, so therefore policy should focus on their example and not use poverty as an excuse for low per- Howard Machtinger formance. Finally, some hold that without sig- The University of North Carolina nificant changes in overall social policy and at Chapel Hill economic opportunity, the impact of school reform will be limited. This article summarizes the main points that emerged in the High Poverty Schooling in America conference which took place on October 13, 2006 at UNC- Chapel Hill

Journal

The High School JournalUniversity of North Carolina Press

Published: Mar 20, 2007

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