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Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change


reviewed by Alan H. Schoenfeld — March 05, 2007

coverTitle: Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change
Author(s): Richard S. Kitchen, Julie DePree, Sylvia Celedón-Pattichis, & Jonathan Brinkerhoff
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805856897 , Pages: 248, Year: 2006
Search for book at Amazon.com

Poverty is a strong predictor of all sorts of things, including school failure. One sees dramatic narratives of the type written by Jonathan Kozol (1992); one sees NAEP data indicating strong correlations between SES and mathematics achievement. Yet, poverty is not destiny. Some schools buck the tide, defying statistical predictions. What attributes do they have, and what lessons can we learn from them? That question is the focal point of Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change. The book reports findings from the Hewlett-Packard High Achieving Schools Grant Initiative, which examined nine schools that, despite having free- or reduced-lunch rates of 50% or more, demonstrated sustained exemplary academic achievement, especially in mathematics. After providing a description of the overall study, the volume devotes alternating chapters to three main findings (discussions of common practices across the schools) and to three case studies. It concludes with a... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: March 05, 2007
http://www.tcrecord.org ID Number: 13722, Date Accessed: 6/23/2017 8:01:58 AM

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About the Author
  • Alan Schoenfeld
    University of California at Berkeley
    E-mail Author
    ALAN SCHOENFELD is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California at Berkeley. A main focus of his work has been problem solving. He has organized projects that produce mathematics assessments, that study teaching, and that examine issues of equity and diversity, with the goal of making meaningful mathematics truly accessible to all students. Schoenfeld is concerned with finding productive mechanisms for systemic change and for deepening the connections between educational research and practice.
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