Education and Poverty: Confronting the Evidence

Published

Journal Article

Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little-and are not likely to contribute much in the future-to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. © 2012 by the Association for Public Policy Analysis and Management.

Full Text

Duke Authors

Cited Authors

  • Ladd, HF

Published Date

  • March 1, 2012

Published In

Volume / Issue

  • 31 / 2

Start / End Page

  • 203 - 227

Electronic International Standard Serial Number (EISSN)

  • 1520-6688

International Standard Serial Number (ISSN)

  • 0276-8739

Digital Object Identifier (DOI)

  • 10.1002/pam.21615

Citation Source

  • Scopus