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Increasing Racial Isolation and Test Score Gaps in Mathematics: A 30-Year Perspective


by Mark Berends & Roberto V. Peñaloza - 2010


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Cite This Article as: Teachers College Record Volume 112 Number 4, 2010, p. 978-1007
https://www.tcrecord.org ID Number: 15657, Date Accessed: 12/10/2019 12:51:33 AM
 
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About the Author
  • Mark Berends
    University of Notre Dame
    E-mail Author
    MARK BERENDS (Ph.D. Sociology, University of Wisconsin-Madison) is professor of sociology at the University of Notre Dame, director of the Center for Research on Educational Opportunity, director of the National Center on School Choice, funded by the U.S. Department of Education’s Institute of Education Sciences (http://www.vanderbilt.edu/schoolchoice/), and vice president of the American Educational Research Association’s Division L, Policy and Politics in Education. His areas of expertise are the sociology of education, research methods, school effects on student achievement, and educational equity. Throughout his research career, Professor Berends has focused on how school organization and classroom instruction are related to student achievement, with special attention to disadvantaged students. Within this agenda, he has applied a variety of quantitative and qualitative methods to understanding the effect of school reforms on teachers and students. Recent publications: Goldring, E., & Berends, M. (2009). Leading with data: Pathways to improve your school. Thousand Oaks, CA: Corwin Press; Berends, M., Springer, M. G., Ballou, D., & Walberg, H. J. (Eds.). (2009). Handbook of research on school choice. Mahwah, NJ: Lawrence Erlbaum Associates/Taylor & Francis Group; Berends, M., Springer, M. G., & Walberg, H. J. (Eds.). (2008). Charter school outcomes. Mahwah, NJ: Lawrence Erlbaum Associates/Taylor & Francis Group; Berends, M., Lucas, S. R., & Penaloza, R.V. (2008). How changes in families and schools are related to Black-White test score trends. Sociology of Education; and Stein, M., Berends, M., Fuchs, D., McMaster, K., Saenz, L., Yen, L., et al. (2008). Scaling up an early reading program: Relationships among teacher support, fidelity of implementation, and student performance across different sites and years. Educational Evaluation and Policy Analysis.
  • Roberto Peñaloza
    Vanderbilt University
    ROBERTO PEÑALOZA (Ph.D., Economics, Vanderbilt University) is a economist and statistician at the National Center on School Choice at Vanderbilt University, Peabody College. His current research focuses on statistical methodology and data analysis techniques for exploring student achievement patterns in traditional public schools and charter schools. Dr. Penaloza has collaborated on multiple research projects in development economics, economic growth, international economics, applied statistics, and public institutions and health policy. After completing his undergraduate studies in Ecuador, Dr. Penaloza received his master of arts and doctor of philosophy degrees from the Department of Economics at Vanderbilt University. Immediately thereafter, he served as visiting assistant professor of economics in the Williams School of Commerce, Economics, and Politics at Washington and Lee University. Recent publications: Berends, M., Lucas, S. R., & Penaloza, R.V. (in press). How changes in families and schools are related to Black-White test score trends. Sociology of Education; and Berends, M., & Penaloza, R. V. (2008). Changes in families, schools, and the test score gap. In K. A. Magnuson & J. Waldfogel (Eds.), Steady gains and stalled progress: Inequality and the Black-White test score gap (pp. 66–109). New York: Russell Sage Foundation.
 
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