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Too Many Children Left Behind: The U.S. Achievement Gap in Comparative Perspectivereviewed by Erin Coghlan & Rick Mintrop — September 21, 2016 Title: Too Many Children Left Behind: The U.S. Achievement Gap in Comparative Perspective Author(s): Bruce Bradbury, Miles Corak, Jane Waldfogel, and Elizabeth Washbrook Publisher: Russell Sage Foundation, New York ISBN: 087154024X, Pages: 205, Year: 2015 Search for book at Amazon.comTo view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Erin Coghlan
University of California, Berkeley
E-mail Author
ERIN COGHLAN is a doctoral candidate in Education Policy at the University of California, Berkeley. Her research interests include policy design and analysis, educational equity, comparative education, and the politics of education. For the last several years, she has been involved in an evaluation of the federal Teacher Incentive Fund operating in California charter schools. Her dissertation research investigates the changing landscape of accountability policy in light of the passage of the new Every Student Succeeds Act, by exploring the values and ideas of policy actors in two states that are taking different approaches to policy design.
- Rick Mintrop
University of California, Berkeley
E-mail Author
RICK MINTROP is a professor in the School of Education at the University of California, Berkeley, with expertise in educational equity, policy analysis and evaluation, urban school leadership and schooling, and comparative education. Over the last decade, his research has focused on understanding the power of incentives to motivate teachers and shape instructional practices in the United States and elsewhere. His current research projects include an evaluation of the federal Teacher Incentive Fund project, and a co-design partnership with a local California school district to design powerful professional learning models. He recently published a new book, Design-Based School Improvement: A Practical Guide for Education Leaders, which outlines a research process for school leaders to combine design-based innovation, problem-solving, and professional knowledge with intervention research.
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