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Education, Equity, and the States

How Variations in State Governance Make or Break Reform
Sara E. Dahill-Brown

Education, Equity, and the States examines how variations in state governance determine how federal initiatives are implemented and makes recommendations for approaching reform from this perspective. The book defines the key ways in which state policy environments differ from one another, illustrates how those differences matter, and encourages reformers to account for these disparities to achieve more sustained and equitable improvement.
Available February 2019

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Educational Entrepreneurship

Realities, Challenges, Possibilities
Edited by Frederick M. Hess

This lively and provocative book introduces this burgeoning field for readers concerned with K-12 education in the United States--and with efforts to reform and improve it.

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Educational Entrepreneurship

Realities, Challenges, Possibilities
Edited by Frederick M. Hess

This lively and provocative book introduces this burgeoning field for readers concerned with K-12 education in the United States--and with efforts to reform and improve it.

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Educational Entrepreneurship

Realities, Challenges, Possibilities
Edited by Frederick M. Hess

This lively and provocative book introduces this burgeoning field for readers concerned with K-12 education in the United States--and with efforts to reform and improve it.

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Educational Entrepreneurship Today

Edited by Frederick M. Hess and Michael Q. McShane

In Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field—including the development and deployment of new technologies—and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation.

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Educational Entrepreneurship Today

Edited by Frederick M. Hess and Michael Q. McShane

In Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field—including the development and deployment of new technologies—and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation.

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Educational Inequality and School Finance

Why Money Matters for America's Students
Bruce D. Baker

In Educational Inequality and School Finance, Bruce D. Baker offers a comprehensive examination of how US public schools receive and spend money. Drawing on extensive longitudinal data and numerous studies of states and districts, he provides a vivid and dismaying portrait of the stagnation of state investment in public education and the continuing challenges of achieving equity and adequacy in school funding.

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English Language Learners and the New Standards

Developing Language, Content Knowledge, and Analytical Practices in the Classroom
Margaret Heritage, Aída Walqui, and Robert Linquanti, foreword by Kenji Hakuta

In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.

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English Language Learners and the New Standards

Developing Language, Content Knowledge, and Analytical Practices in the Classroom
Margaret Heritage, Aída Walqui, and Robert Linquanti, foreword by Kenji Hakuta

In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.

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Equal Opportunity in Higher Education

The Past and Future of California’s Proposition 209
Edited by Eric Grodsky and Michal Kurlaender, foreword by Robert Birgeneau, introduction by Christopher Edley, Jr.

Equal Opportunity in Higher Education examines issues pertaining to equal opportunity—affirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groups—in higher education today.

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Equal Opportunity in Higher Education

The Past and Future of California’s Proposition 209
Edited by Eric Grodsky and Michal Kurlaender, foreword by Robert Birgeneau, introduction by Christopher Edley, Jr.

Equal Opportunity in Higher Education examines issues pertaining to equal opportunity—affirmative action, challenges to it, and alternatives for improving opportunities for underrepresented groups—in higher education today.

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Equal Scrutiny

Privatization and Accountability in Digital Education
Patricia Burch and Annalee G. Good

In the current rush to adopt and expand digital learning, many important considerations are being overlooked that will have major consequences for the future of American public education. As private education technology contractors and vendors move deeper into the work of public education, questions concerning the quality of the services, who is served, and who benefits need to be answered.

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Equal Scrutiny

Privatization and Accountability in Digital Education
Patricia Burch and Annalee G. Good

In the current rush to adopt and expand digital learning, many important considerations are being overlooked that will have major consequences for the future of American public education. As private education technology contractors and vendors move deeper into the work of public education, questions concerning the quality of the services, who is served, and who benefits need to be answered.

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Excellence Gaps in Education

Expanding Opportunities for Talented Students
Jonathan A. Plucker and Scott J. Peters

In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. 

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Excellence Gaps in Education

Expanding Opportunities for Talented Students
Jonathan A. Plucker and Scott J. Peters

In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. 

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Facing Racism in Education

Third Edition
Edited by Sonya L. Anderson, Polly F. Attwood, and Lionel C. Howard

At a time when many in public life and public education are inclined to argue that racial issues and problems belong to a bygone era, this third edition of Facing Racism in Education makes clear the need for continued attention to and open discussion of race and education.

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Facing Racism in Education

Third Edition
Edited by Sonya L. Anderson, Polly F. Attwood, and Lionel C. Howard

At a time when many in public life and public education are inclined to argue that racial issues and problems belong to a bygone era, this third edition of Facing Racism in Education makes clear the need for continued attention to and open discussion of race and education.

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Failing Our Brightest Kids

The Global Challenge of Educating High-Ability Students
Chester E. Finn, Jr. and Brandon L. Wright

In this provocative volume, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels. The authors identify two core problems: First, compared to other countries, the United States does not produce enough high achievers. Second, students from disadvantaged backgrounds are severely underrepresented among those high achievers. The authors describe educating students to high levels of achievement as an issue of both equity and human capital: talented students deserve appropriate resources and attention, and the nation needs to develop these students’ abilities to remain competitive in the international arena.

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Failing Our Brightest Kids

The Global Challenge of Educating High-Ability Students
Chester E. Finn, Jr. and Brandon L. Wright

In this provocative volume, Chester E. Finn, Jr., and Brandon L. Wright argue that, for decades, the United States has done too little to focus on educating students to achieve at high levels. The authors identify two core problems: First, compared to other countries, the United States does not produce enough high achievers. Second, students from disadvantaged backgrounds are severely underrepresented among those high achievers. The authors describe educating students to high levels of achievement as an issue of both equity and human capital: talented students deserve appropriate resources and attention, and the nation needs to develop these students’ abilities to remain competitive in the international arena.

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