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Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?


by James Benson & Geoffrey D. Borman - 2010


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Cite This Article as: Teachers College Record Volume 112 Number 5, 2010, p. 1338-1390
https://www.tcrecord.org ID Number: 15672, Date Accessed: 11/15/2019 7:18:14 AM
 
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About the Author
  • James Benson
    University of Wisconsin–Madison
    E-mail Author
    JAMES BENSON is a doctoral candidate in the Department of Sociology at the University of Wisconsin–Madison. His research focuses on determinants of reading achievement for young children, the implications of curriculum and testing policies for high school students, and the relationship between state finance policies and educational outcomes for community college students. Recent publications include “A Randomized Field Trial of the Fast ForWord Language Computer-Based Training Program” with Geoffrey D. Borman (first author) in Educational Evaluation and Policy Analysis (forthcoming), and “Families, Schools and Summer Learning” in The Elementary School Journal, with Geoffrey D. Borman (first author) and Laura Overman.
  • Geoffrey Borman
    University of Wisconsin–Madison
    E-mail Author
    GEOFFREY D. BORMAN is professor of educational leadership and policy analysis, educational psychology, and educational policy studies at the University of Wisconsin–Madison. His areas of expertise include experimental and quasi-experimental design, school reform, and social and educational inequality. Recent publications include “Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research,” with N. Maritza Dowling in Review of Educational Research, and “A Multi-Site Cluster Randomized Field Trial of Open Court Reading,” with N. Maritza Dowling and Carrie Schneck in Educational Evaluation and Policy Analysis.
 
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