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Contextualizing “Rethinking Compensatory Education”: The Value of a Temporal Continuity Analysis by Richard R. Valencia — 2012A commentary on the special issue.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Rethinking Compensatory Education: Historical Perspectives on Race, Class, Culture, Language, and the Discourse of the “Disadvantaged Child”
- The Debate over the Young “Disadvantaged Child”: Preschool Intervention, Developmental Psychology, and Compensatory Education in the 1960s and Early 1970s
- From “Cultural Deprivation” to Cultural Capital: The Roots and Continued Relevance of Compensatory Education
- A Legacy of Neglect: George I. Sánchez, Mexican American Education, and the Ideal of Integration, 1940–1970
- From “Culturally Deprived” to “At Risk”: The Politics of Popular Expression and Educational Inequality in the United States, 1960-1985
- Reliving the History of Compensatory Education: Policy Choices, Bureaucracy, and the Politicized Role of Science in the Evolution of Head Start
- Reassessing the Achievement Gap: An Intergenerational Comparison of African American Student Achievement before and after Compensatory Education and the Elementary and Secondary Education Act
- Schools and Poverty
- Compensatory Education for All?
- Rethinking “Rethinking Compensatory Education”
- Not-So-Secret T-shirts…
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- Richard Valencia
University of Texas at Austin
E-mail Author
RICHARD R. VALENCIA, professor of educational psychology, faculty associate at the Center for Mexican American Studies at the University of Texas at Austin, is the author of Chicano School Failure and Success: Past, Present, and Future, Dismantling Contemporary Deficit Thinking and other publications on various facets of the education of students of color.
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