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Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools

reviewed by Catherine Compton-Lilly - April 30, 2009

Title: Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools
Author(s): Susan Neuman (Ed.)
Publisher: Paul H. Brookes Publishing Company, Baltimore
ISBN: 1557669066, Pages: 384, Year: 2008
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Susan Neuman’s recent edited book, Educating the Other America: Top Experts Tackle Poverty, Literacy, and Achievement in Our Schools (2008), places poverty at the center of discussions about education in America. As Neuman argues, increases in America’s poverty rates are “virtually indisputable” (p. xxiii) affecting “nearly every aspect of children’s lives” (p. xxiii). The book reports on a two-day conference held at the University of Michigan in Ann Arbor during Fall 2007 that brought together researchers and educators who focus on poverty research, instructional design, technology, and intervention in their work. The conference was supported by the Corporation for Public Broadcasting and the Public Broadcasting System and funded by the U.S. Department of Education. Following an introduction written by Susan Neuman, the book’s seventeen chapters are presented in three sections dedicated to “poverty and its consequences,” “how instruction can make a difference,” and “how technology can make a difference.” In her... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: April 30, 2009
https://www.tcrecord.org ID Number: 15627, Date Accessed: 11/16/2019 6:31:19 PM

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About the Author
Catherine Compton-Lilly University of Wisconsin, Madison E-mail Author CATHERINE COMPTON-LILLY is an Assistant Professor in Curriculum and Instruction at the University of Wisconsin Madison. She taught in the public schools for 18 years. She is the author of Reading Families: The Literate Lives of Urban Children (Teachers College Press, 2003), Confronting Racism, Poverty and Power (Heinemann, 2004), Rereading Families (Teachers College Press, 2007), and is the editor of Breaking the Silence (International Reading Association, 2008). Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, The Reading Teacher, The Journal of Early Childhood Literacy, The Reading Teacher, and Language Arts. Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time. In her most recent study, she followed a group of eight inner-city students from grade one through grade 11. Her interests include examining how time operates as a contextual factor in children�s lives as they progress through school and construct their identities as students and readers.

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