The Roots of Low Achievement: Where to Begin Altering Them

The Roots of Low Achievement: Where to Begin Altering Them

by Sandra Stotsky

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Overview

The chief purpose of this book is to explain how public education in this country became dysfunctional as a result of the education policies and programs funded by the federal government to address low academic achievement. It highlights student effort as a central factor in academic achievement, based on research noting its significance. Teachers and school administrators cannot make children ready for college or career by grade 12 if their parents do not make them ready for school learning by kindergarten or grade 1.

Once both the schools and students’ parents together made students ready for membership in our civic culture. They learned they were politically equal to each other, with a shared civic identity, regardless of academic achievement. Yet, policy makers at USED and philanthropists in this country with a professed interest in the education of low achievers want low achievers to believe that their academic status is all that matters and that they haven’t succeeded academically because of bigoted teachers, administrators, and communities. Parent/school partnerships need to revive their community’s agreed-upon mission for public education if we are to alter the roots of low achievement in this country.

Product Details

ISBN-13: 9781475849882
Publisher: Rowman & Littlefield Publishers, Inc.
Publication date: 07/02/2019
Pages: 160
Product dimensions: 5.97(w) x 8.70(h) x 0.46(d)

About the Author

Sandra Stotsky, professor of education emerita, University of Arkansas, was senior associate commissioner at the Massachusetts Department of Elementary and Secondary Education from 1999 to 2003, in charge of developing or revising K-12 standards in all major subjects, teacher and administrator licensing regulations, teacher licensure tests, and professional development criteria. She served on the Common Core Validation Committee from 2009 to 2010 but refused to sign off on these standards on the grounds that they were not (1) research-based, (2) internationally benchmarked, or (3) rigorous.

Table of Contents

Preface
Acknowledgements
Introduction
Chapter One: The Deteriorating Curriculum in American High Schools
Chapter Two: What Policy Makers, Educators, and Education Researchers Have Examined
Chapter Three: Teachers of Minority Students in 1966
Chapter Four: Non-School Factors Influencing Low Achievement
Chapter Five: What Non-Education Researchers Have Explored Since 1966
Chapter Six: Why Philanthropists Have Wasted Money on Low-Achieving Schools
Chapter Seven: Why We Don’t Learn from Failed OR Effective Policies
Chapter Eight: Public Deception
Chapter Nine: Gap-Closing as an Educational Goal
Chapter Ten: How to Begin Altering the Roots of Low Achievement
About the Author

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