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Examining Organizational Practices That Predict Persistence Among High-Achieving Black Males in High School


by Kenneth Alonzo Anderson — 2016


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Cite This Article as: Teachers College Record Volume 118 Number 6, 2016, p. 1-26
http://www.tcrecord.org ID Number: 19965, Date Accessed: 12/14/2017 11:41:41 PM
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About the Author
  • Kenneth Anderson
    Howard University
    E-mail Author
    KENNETH ALONZO ANDERSON is Associate Professor and Chair of the Department of Curriculum and Instruction at Howard University. Anderson’s research focuses on school improvement for underrepresented groups, generally using large-scale data to inform teacher development initiatives, middle grades education, and content-area literacy development. Anderson’s recent work “Equity in opportunities to learn mathematics: policy and practice implications for high-achieving black students” can be found in the edited text entitled Teacher Education and Black Communities: Implications for Access, Equity, and Achievement.
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