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Class Rules: Exposing Inequality in American High Schools


reviewed by Camille A. Farrington — August 13, 2014

coverTitle: Class Rules: Exposing Inequality in American High Schools
Author(s): Peter W. Cookson Jr.
Publisher: Teachers College Press, New York
ISBN: 0807754528, Pages: 160, Year: 2013
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Cite This Article as: Teachers College Record, Date Published: August 13, 2014
http://www.tcrecord.org ID Number: 17642, Date Accessed: 11/24/2014 4:25:00 PM

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About the Author
  • Camille Farrington
    University of Chicago
    E-mail Author
    CAMILLE A. FARRINGTON is a Research Associate (Assistant Professor) at the University of Chicago, School of Social Service Administration (SSA) and the Consortium on Chicago School Research (UChicago CCSR). Her research focuses on policy and practice in urban high school reform, particularly classroom instruction and assessment, academic rigor, academic failure, and the role of noncognitive factors in academic performance. Dr. Farrington's new book, Failing at School: Lessons for Redesigning Urban High Schools (2014, Teachers College Press), documents how high schools systematically construct widespread student failure and provides practical recommendations for restructuring secondary education to serve goals of equity and excellence rather than selection and stratification. Dr. Farrington is also the lead author of Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance (2012), a comprehensive research review that illustrates how noncognitive factors interact with school and classroom contexts to affect students' academic achievement. Throughout her work, Dr. Farrington draws on her fifteen years' experience as a public high school teacher and National Board Certified Teacher Mentor. She received a BA from the University of California at Santa Cruz, teacher certification from Mills College, and a PhD in Policy Studies in Urban Education from the University of Illinois at Chicago.
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