Whither opportunity? :: rising inequality, schools, and children's life chances /
In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illumin...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, New York : Chicago :
Russell Sage Foundation ; Spencer Foundation,
[2011]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. Whither Opportunity? shows that from earliest childhood, parental investments in children s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children spend significantly more time than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children s achievement scores is now much larger than it was 50 years ago. Such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children s educational progress. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. |
| Beschreibung: | 1 online resource (xix, 551 pages) : illustrations, maps |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781610447515 1610447514 |
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| 245 | 0 | 0 | |a Whither opportunity? : |b rising inequality, schools, and children's life chances / |c Greg J. Duncan and Richard J. Murnane, editors. |
| 264 | 1 | |a New York, New York : |b Russell Sage Foundation ; |a Chicago : |b Spencer Foundation, |c [2011] | |
| 264 | 4 | |c ©2011 | |
| 300 | |a 1 online resource (xix, 551 pages) : |b illustrations, maps | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from e-book title screen (JSTOR platform, viewed October 21, 2016). | |
| 520 | |a In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. Whither Opportunity? shows that from earliest childhood, parental investments in children s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children spend significantly more time than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children s achievement scores is now much larger than it was 50 years ago. Such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children s educational progress. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. | ||
| 505 | 0 | 0 | |t The American dream, then and now / |r Greg J. Duncan and Richard J. Murnane -- |t Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes / |r Charles A. Nelson III and Margaret A. Sheridan -- |t The nature and impact of early achievement skills, attention skills, and behavior problems / |r Greg J. Duncan and Katherine Magnuson -- |t Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences / |r George Farkas -- |t The widening academic achievement gap between the rich and the poor: new evidence and possible explanations / |r Sean F. Reardon -- |t Inequality in postsecondary education / |r Martha J. Bailey and Susan M. Dynarski -- |t Educational expectations and attainment / |r Brian A. Jacob and Tamara Wilder Linkow -- |t Educational mobility in the United States since the 1930s / |r Michael Hout and Alexander Janus -- |t How is family income related to investments in children's learning? / |r Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel -- |t Parenting, time use, and disparities in academic outcomes / |r Meredith Phillips -- |t Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers / |r Megan M. Sweeney -- |t Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison / |r Julia Burdick-Will [and 5 others] -- |t Unpacking neighborhood influences on education outcomes: setting the stage for future research / |r David Harding [and 4 others] -- |t The effects of local employment losses on children's educational achievement / |r Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis -- |t How does parental unemployment affect children's educational performance? / |r Phillip B. Levine -- |t The role of family, school, and community characteristics in inequality in education and labor-market outcomes / |r Joseph G. Altonji and Richard K. Mansfield -- |t Year-by-year and cumulative impacts of attending a high-mobility elementary school on children's mathematics achievement in Chicago, 1995 to 2005 / |r Stephen W. Raudenbush, Marshall Jean, and Emily Art -- |t The effect of school neighborhoods on teachers' career decisions / |r Don Boyd [and 4 others] -- |t Crime and the production of safe schools / |r David S. Kirk and Robert J. Sampson -- |t Immigrants and inequality in public schools / |r Amy Ellen Schwartz and Leanna Stiefel -- |t School desegregation and the black-white test score gap / |r Jacob L. Vigdor -- |t The challenges of finding causal links between family educational practices and schooling outcomes / |r Frank F. Furstenberg -- |t It may not take a village: increasing achievement among the poor / |r Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard -- |t Understanding the context for existing reform and research proposals / |r Harry Brighouse and Gina Schouten -- |t Intervening to improve the educational outcomes of students in poverty: lessons from recent work in high-poverty schools / |r Brian Rowan. |
| 650 | 0 | |a Poor children |x Education |z United States. | |
| 650 | 0 | |a Children with social disabilities |x Education |z United States. | |
| 650 | 6 | |a Enfants pauvres |x Éducation |z États-Unis. | |
| 650 | 6 | |a Enfants socialement défavorisés |x Éducation |z États-Unis. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
| 650 | 7 | |a Children with social disabilities |x Education |2 fast | |
| 650 | 7 | |a Poor children |x Education |2 fast | |
| 651 | 7 | |a United States |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq | |
| 700 | 1 | |a Duncan, Greg J., |e editor. |1 https://id.oclc.org/worldcat/entity/E39PBJB4gGVdTgPHjj4wxvdfbd |0 http://id.loc.gov/authorities/names/n80060732 | |
| 700 | 1 | |a Murnane, Richard J., |e editor. |1 https://id.oclc.org/worldcat/entity/E39PBJpYrKpWY7GWGxX9VHBwYP |0 http://id.loc.gov/authorities/names/n87928308 | |
| 758 | |i has work: |a Whither opportunity? (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGYVh3FVJPyXjQDxGV4RBq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Whither opportunity? |d New York : Russell Sage Foundation ; Chicago : Spencer Foundation, [2011] |z 9780871543721 |z 9780871543240 |w (DLC) 2011016969 |w (OCoLC)725295871 |
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Datensatz im Suchindex
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| author2 | Duncan, Greg J. Murnane, Richard J. |
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| author_GND | http://id.loc.gov/authorities/names/n80060732 http://id.loc.gov/authorities/names/n87928308 |
| author_additional | Greg J. Duncan and Richard J. Murnane -- Charles A. Nelson III and Margaret A. Sheridan -- Greg J. Duncan and Katherine Magnuson -- George Farkas -- Sean F. Reardon -- Martha J. Bailey and Susan M. Dynarski -- Brian A. Jacob and Tamara Wilder Linkow -- Michael Hout and Alexander Janus -- Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel -- Meredith Phillips -- Megan M. Sweeney -- Julia Burdick-Will [and 5 others] -- David Harding [and 4 others] -- Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis -- Phillip B. Levine -- Joseph G. Altonji and Richard K. Mansfield -- Stephen W. Raudenbush, Marshall Jean, and Emily Art -- Don Boyd [and 4 others] -- David S. Kirk and Robert J. Sampson -- Amy Ellen Schwartz and Leanna Stiefel -- Jacob L. Vigdor -- Frank F. Furstenberg -- Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard -- Harry Brighouse and Gina Schouten -- Brian Rowan. |
| author_facet | Duncan, Greg J. Murnane, Richard J. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LC4091 |
| callnumber-raw | LC4091 .W495 2011e |
| callnumber-search | LC4091 .W495 2011e |
| callnumber-sort | LC 44091 W495 42011E |
| callnumber-subject | LC - Social Aspects of Education |
| collection | ZDB-4-EDU |
| contents | The American dream, then and now / Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes / The nature and impact of early achievement skills, attention skills, and behavior problems / Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences / The widening academic achievement gap between the rich and the poor: new evidence and possible explanations / Inequality in postsecondary education / Educational expectations and attainment / Educational mobility in the United States since the 1930s / How is family income related to investments in children's learning? / Parenting, time use, and disparities in academic outcomes / Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers / Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison / Unpacking neighborhood influences on education outcomes: setting the stage for future research / The effects of local employment losses on children's educational achievement / How does parental unemployment affect children's educational performance? / The role of family, school, and community characteristics in inequality in education and labor-market outcomes / Year-by-year and cumulative impacts of attending a high-mobility elementary school on children's mathematics achievement in Chicago, 1995 to 2005 / The effect of school neighborhoods on teachers' career decisions / Crime and the production of safe schools / Immigrants and inequality in public schools / School desegregation and the black-white test score gap / The challenges of finding causal links between family educational practices and schooling outcomes / It may not take a village: increasing achievement among the poor / Understanding the context for existing reform and research proposals / Intervening to improve the educational outcomes of students in poverty: lessons from recent work in high-poverty schools / |
| ctrlnum | (OCoLC)922324325 |
| dewey-full | 379.73 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.73 |
| dewey-search | 379.73 |
| dewey-sort | 3379.73 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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Murnane, editors.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York, New York :</subfield><subfield code="b">Russell Sage Foundation ;</subfield><subfield code="a">Chicago :</subfield><subfield code="b">Spencer Foundation,</subfield><subfield code="c">[2011]</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2011</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xix, 551 pages) :</subfield><subfield code="b">illustrations, maps</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Online resource; title from e-book title screen (JSTOR platform, viewed October 21, 2016).</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. Whither Opportunity? shows that from earliest childhood, parental investments in children s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children spend significantly more time than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children s achievement scores is now much larger than it was 50 years ago. Such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children s educational progress. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low.</subfield></datafield><datafield tag="505" ind1="0" ind2="0"><subfield code="t">The American dream, then and now /</subfield><subfield code="r">Greg J. Duncan and Richard J. Murnane --</subfield><subfield code="t">Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes /</subfield><subfield code="r">Charles A. Nelson III and Margaret A. Sheridan --</subfield><subfield code="t">The nature and impact of early achievement skills, attention skills, and behavior problems /</subfield><subfield code="r">Greg J. Duncan and Katherine Magnuson --</subfield><subfield code="t">Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences /</subfield><subfield code="r">George Farkas --</subfield><subfield code="t">The widening academic achievement gap between the rich and the poor: new evidence and possible explanations /</subfield><subfield code="r">Sean F. Reardon --</subfield><subfield code="t">Inequality in postsecondary education /</subfield><subfield code="r">Martha J. Bailey and Susan M. Dynarski --</subfield><subfield code="t">Educational expectations and attainment /</subfield><subfield code="r">Brian A. Jacob and Tamara Wilder Linkow --</subfield><subfield code="t">Educational mobility in the United States since the 1930s /</subfield><subfield code="r">Michael Hout and Alexander Janus --</subfield><subfield code="t">How is family income related to investments in children's learning? /</subfield><subfield code="r">Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel --</subfield><subfield code="t">Parenting, time use, and disparities in academic outcomes /</subfield><subfield code="r">Meredith Phillips --</subfield><subfield code="t">Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers /</subfield><subfield code="r">Megan M. Sweeney --</subfield><subfield code="t">Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison /</subfield><subfield code="r">Julia Burdick-Will [and 5 others] --</subfield><subfield code="t">Unpacking neighborhood influences on education outcomes: setting the stage for future research /</subfield><subfield code="r">David Harding [and 4 others] --</subfield><subfield code="t">The effects of local employment losses on children's educational achievement /</subfield><subfield code="r">Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis --</subfield><subfield code="t">How does parental unemployment affect children's educational performance? /</subfield><subfield code="r">Phillip B. Levine --</subfield><subfield code="t">The role of family, school, and community characteristics in inequality in education and labor-market outcomes /</subfield><subfield code="r">Joseph G. 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| geographic_facet | United States |
| id | ZDB-4-EDU-ocn922324325 |
| illustrated | Illustrated |
| indexdate | 2024-11-26T14:54:12Z |
| institution | BVB |
| isbn | 9781610447515 1610447514 |
| language | English |
| oclc_num | 922324325 |
| open_access_boolean | |
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| physical | 1 online resource (xix, 551 pages) : illustrations, maps |
| psigel | ZDB-4-EDU |
| publishDate | 2011 |
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| publisher | Russell Sage Foundation ; Spencer Foundation, |
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| spelling | Whither opportunity? : rising inequality, schools, and children's life chances / Greg J. Duncan and Richard J. Murnane, editors. New York, New York : Russell Sage Foundation ; Chicago : Spencer Foundation, [2011] ©2011 1 online resource (xix, 551 pages) : illustrations, maps text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. Online resource; title from e-book title screen (JSTOR platform, viewed October 21, 2016). In Whither Opportunity?, a team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining the ability of schools to provide children with an equal chance at academic and economic success. Whither Opportunity? shows that from earliest childhood, parental investments in children s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children spend significantly more time than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children s achievement scores is now much larger than it was 50 years ago. Such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children s educational progress. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. The American dream, then and now / Greg J. Duncan and Richard J. Murnane -- Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes / Charles A. Nelson III and Margaret A. Sheridan -- The nature and impact of early achievement skills, attention skills, and behavior problems / Greg J. Duncan and Katherine Magnuson -- Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences / George Farkas -- The widening academic achievement gap between the rich and the poor: new evidence and possible explanations / Sean F. Reardon -- Inequality in postsecondary education / Martha J. Bailey and Susan M. Dynarski -- Educational expectations and attainment / Brian A. Jacob and Tamara Wilder Linkow -- Educational mobility in the United States since the 1930s / Michael Hout and Alexander Janus -- How is family income related to investments in children's learning? / Neeraj Kaushal, Katherine Magnuson, and Jane Waldfogel -- Parenting, time use, and disparities in academic outcomes / Meredith Phillips -- Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers / Megan M. Sweeney -- Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison / Julia Burdick-Will [and 5 others] -- Unpacking neighborhood influences on education outcomes: setting the stage for future research / David Harding [and 4 others] -- The effects of local employment losses on children's educational achievement / Elizabeth O. Ananat, Anna Gassman-Pines, and Christina M. Gibson-Davis -- How does parental unemployment affect children's educational performance? / Phillip B. Levine -- The role of family, school, and community characteristics in inequality in education and labor-market outcomes / Joseph G. Altonji and Richard K. Mansfield -- Year-by-year and cumulative impacts of attending a high-mobility elementary school on children's mathematics achievement in Chicago, 1995 to 2005 / Stephen W. Raudenbush, Marshall Jean, and Emily Art -- The effect of school neighborhoods on teachers' career decisions / Don Boyd [and 4 others] -- Crime and the production of safe schools / David S. Kirk and Robert J. Sampson -- Immigrants and inequality in public schools / Amy Ellen Schwartz and Leanna Stiefel -- School desegregation and the black-white test score gap / Jacob L. Vigdor -- The challenges of finding causal links between family educational practices and schooling outcomes / Frank F. Furstenberg -- It may not take a village: increasing achievement among the poor / Vilsa E. Curto, Roland G. Fryer Jr., and Meghan L. Howard -- Understanding the context for existing reform and research proposals / Harry Brighouse and Gina Schouten -- Intervening to improve the educational outcomes of students in poverty: lessons from recent work in high-poverty schools / Brian Rowan. Poor children Education United States. Children with social disabilities Education United States. Enfants pauvres Éducation États-Unis. Enfants socialement défavorisés Éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Children with social disabilities Education fast Poor children Education fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Duncan, Greg J., editor. https://id.oclc.org/worldcat/entity/E39PBJB4gGVdTgPHjj4wxvdfbd http://id.loc.gov/authorities/names/n80060732 Murnane, Richard J., editor. https://id.oclc.org/worldcat/entity/E39PBJpYrKpWY7GWGxX9VHBwYP http://id.loc.gov/authorities/names/n87928308 has work: Whither opportunity? (Text) https://id.oclc.org/worldcat/entity/E39PCGYVh3FVJPyXjQDxGV4RBq https://id.oclc.org/worldcat/ontology/hasWork Print version: Whither opportunity? New York : Russell Sage Foundation ; Chicago : Spencer Foundation, [2011] 9780871543721 9780871543240 (DLC) 2011016969 (OCoLC)725295871 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1069651 Volltext |
| spellingShingle | Whither opportunity? : rising inequality, schools, and children's life chances / The American dream, then and now / Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes / The nature and impact of early achievement skills, attention skills, and behavior problems / Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences / The widening academic achievement gap between the rich and the poor: new evidence and possible explanations / Inequality in postsecondary education / Educational expectations and attainment / Educational mobility in the United States since the 1930s / How is family income related to investments in children's learning? / Parenting, time use, and disparities in academic outcomes / Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers / Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison / Unpacking neighborhood influences on education outcomes: setting the stage for future research / The effects of local employment losses on children's educational achievement / How does parental unemployment affect children's educational performance? / The role of family, school, and community characteristics in inequality in education and labor-market outcomes / Year-by-year and cumulative impacts of attending a high-mobility elementary school on children's mathematics achievement in Chicago, 1995 to 2005 / The effect of school neighborhoods on teachers' career decisions / Crime and the production of safe schools / Immigrants and inequality in public schools / School desegregation and the black-white test score gap / The challenges of finding causal links between family educational practices and schooling outcomes / It may not take a village: increasing achievement among the poor / Understanding the context for existing reform and research proposals / Intervening to improve the educational outcomes of students in poverty: lessons from recent work in high-poverty schools / Poor children Education United States. Children with social disabilities Education United States. Enfants pauvres Éducation États-Unis. Enfants socialement défavorisés Éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Children with social disabilities Education fast Poor children Education fast |
| title | Whither opportunity? : rising inequality, schools, and children's life chances / |
| title_alt | The American dream, then and now / Lessons from neuroscience research for understanding causal links between family and neighborhood characteristics and educational outcomes / The nature and impact of early achievement skills, attention skills, and behavior problems / Middle and high school skills, behaviors, attitudes, and curriculum enrollment, and their consequences / The widening academic achievement gap between the rich and the poor: new evidence and possible explanations / Inequality in postsecondary education / Educational expectations and attainment / Educational mobility in the United States since the 1930s / How is family income related to investments in children's learning? / Parenting, time use, and disparities in academic outcomes / Family-structure instability and adolescent educational outcomes: a focus on families with stepfathers / Converging evidence for neighborhood effects on children's test scores: an experimental, quasi-experimental, and observational comparison / Unpacking neighborhood influences on education outcomes: setting the stage for future research / The effects of local employment losses on children's educational achievement / How does parental unemployment affect children's educational performance? / The role of family, school, and community characteristics in inequality in education and labor-market outcomes / Year-by-year and cumulative impacts of attending a high-mobility elementary school on children's mathematics achievement in Chicago, 1995 to 2005 / The effect of school neighborhoods on teachers' career decisions / Crime and the production of safe schools / Immigrants and inequality in public schools / School desegregation and the black-white test score gap / The challenges of finding causal links between family educational practices and schooling outcomes / It may not take a village: increasing achievement among the poor / Understanding the context for existing reform and research proposals / Intervening to improve the educational outcomes of students in poverty: lessons from recent work in high-poverty schools / |
| title_auth | Whither opportunity? : rising inequality, schools, and children's life chances / |
| title_exact_search | Whither opportunity? : rising inequality, schools, and children's life chances / |
| title_full | Whither opportunity? : rising inequality, schools, and children's life chances / Greg J. Duncan and Richard J. Murnane, editors. |
| title_fullStr | Whither opportunity? : rising inequality, schools, and children's life chances / Greg J. Duncan and Richard J. Murnane, editors. |
| title_full_unstemmed | Whither opportunity? : rising inequality, schools, and children's life chances / Greg J. Duncan and Richard J. Murnane, editors. |
| title_short | Whither opportunity? : |
| title_sort | whither opportunity rising inequality schools and children s life chances |
| title_sub | rising inequality, schools, and children's life chances / |
| topic | Poor children Education United States. Children with social disabilities Education United States. Enfants pauvres Éducation États-Unis. Enfants socialement défavorisés Éducation États-Unis. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Children with social disabilities Education fast Poor children Education fast |
| topic_facet | Poor children Education United States. Children with social disabilities Education United States. Enfants pauvres Éducation États-Unis. Enfants socialement défavorisés Éducation États-Unis. EDUCATION Administration General. EDUCATION Educational Policy & Reform General. Children with social disabilities Education Poor children Education United States |
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