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Compensatory Education for All? by Ruby Takanishi — 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
- Schools and Poverty
- Rethinking “Rethinking Compensatory Education”
- Not-So-Secret T-shirts…
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- Ruby Takanishi
Foundation for Child Development
RUBY TAKANISHI, director of the Foundation for Child Development, is a developmental psychologist and child welfare advocate whose publications include articles and reports on preschool and kindergarten inclusion, supporting immigrant children, and aligning prekindergarten to third grade schools with upper levels of education.
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