Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction

by Mark W Ellis
This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through continued reliance on standardized testing and mandated use of scientifically based teaching practices. Specifically, it is argued that this approach is tied to assumptions about intellectual ability and achievement that precipitated the dividing practices used to justify differential access to mathematics learning almost a century ago. An examination of so-called objective and scientific approaches to school mathematics suggests the need for more earnest reflection about the particular path toward educational progress privileged by this legislation.
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A Desire to Learn: African American Children’s Positive Attitudes Toward Learning Within School Cultures of Low Expectations

by Jeffrey L. Lewis & Eunhee Kim
This qualitative study examines whether oppositional attitudes toward learning prevail among African American children attending two low-income urban elementary schools in California. In addition, we examine how African American children’s beliefs about good teachers compare with what we document as good teaching.
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Call for Proposals - NSSE Yearbooks to Join TCR

by Gary Natriello
The editors of TCR announce a call for proposals for future volumes of the NSSE Yearbooks.