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Schools and Poverty by Jean Anyon — 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
- Contextualizing “Rethinking Compensatory Education”: The Value of a Temporal Continuity Analysis
- Rethinking “Rethinking Compensatory Education”
- Compensatory Education for All?
- Not-So-Secret T-shirts…
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- Jean Anyon
City University of New York
E-mail Author
JEAN ANYON, professor of education policy, doctoral program in urban education, Graduate Center, City University of New York, is the author of Ghetto Schooling: A Political Economy of Urban Educational Reform; Radical Possibilities: Public Policy, Urban Education, and a New Social Movement, and other publications on urban education and inequality.
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