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Generational Change: Closing the Test Score Gap


reviewed by Jaekyung Lee October 05, 2006

coverTitle: Generational Change: Closing the Test Score Gap
Author(s): Paul E. Peterson
Publisher: Rowman & Littlefield, Lanham
ISBN: 0742546098 , Pages: 224, Year: 2006
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This edited book contains eight chapters with recommendations of a broad range of possible policies to address academic achievement gaps among racial groups in schools (the Black-White gap in particular). While some chapters by political scientists and policy analysts capitalize on reviews of prior research on this topic, others by economists tend to rely more heavily on their own empirical research evidence based on analyses of large-scale national data sets including National Assessment of Educational Progress (NAEP) and Early Childhood Longitudinal Study (ECLS). The book could have benefited from utilizing more balanced views on the issues and mixed methods for triangulation and enrichment of research evidence. Despite some ideological biases and methodological limitations, the book makes a timely contribution to current policy discussion by addressing three related questions: (1) How large and significant are the achievement gaps? (problems), (2) Where do the gaps come from? (causes), and (3) What interventions... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 05, 2006
http://www.tcrecord.org ID Number: 12774, Date Accessed: 12/13/2017 10:06:55 AM

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About the Author
  • Jaekyung Lee
    State University of New York at Buffalo
    E-mail Author
    JAEKYUNG LEE is Associate Professor in the Graduate School of Education at SUNY at Buffalo. His research focuses on educational accountability and equity. His most recent report on this topic is Lee, J. (2006). Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps: An In-depth Look into National and State Reading and Math Outcome Trends. Cambridge, MA: The Civil Rights Project at Harvard University.
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