Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap

by Richard Rothstein

Book Overview

Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps... This description may be from another edition of this product.

• Format: Paperback
• Language: English
• ISBN: 1932066098
• ISBN13: 9781932066098
• Release Date: May 2004
• Publisher: Economic Policy Institute
• Length: 210 Pages
• Weight: 0.70 lbs.
• Dimensions: 0.6" x 6.0" x 8.8"

Customer Reviews

Needed & appreciated

With the vast resources devoted to closing/reducing the achievement gap, this book is a much needed addition to the discussion. While this book sets up the argument that some of the gap is a expected (if undesirable) outcome of social class, it omits the part of the argument that outlines (a) how we determine the magnitude of the gap that is a construct of inequitable constraints on opportunity and (b) what are the best methods to eliminate this gap.

Interesting View of Achievement Gap

This book really takes a look at the different "reasons" behind the Black-White Achievement Gap, because let's face it there still is one and when we talk about "poorer" familes, they tend to make up much of the black population. The book takes into account the very reasons why it is difficult for those who end up in the low achievement bracket, to make their way up the ladder. Quick, easy read and great for those who have an interest in education.

An online review by Courtney and Jenny

This book has opened our eyes to many issues we did not think about or explore prior to reading this book. Richard Rothstein does an excellent job pointing out the many contributing factors to the "Black-White Achievement Gap" in America. Even though some of Rothstein's ideas are expressed in other articles and books, these important issues and topics he reiterates only emphasizes the attention that this issues needs. Rothstein addresses that, as a society, we need to do more for students than just a good job of addressing issues and raising questions. The last chapter of his book deals with different ways teachers, educators, parents, and health officials can step in and intervene into children's lives in order to work on closing the achievement gap between lower- and middle-class families.

Well researched defense of public education

I looked to Rothstein's book for a thoroughly documented defense of public education in light of its inability to resolve fundamental inequalities. I was not disappointed but those who seek feasible proposals to remedy the problem will not find it here. The basic solution seems to be to extend the public education system into early childhood. I see a number of problems: 1. if we cannot afford the employment of highly paid teaching professionals in K-12, how will we do it for early childhood professionals paid at comparible salaries. 2. If the stress on on cognitive skills is problematic, why would such professional status be required anyways. He points out the importance of behavioral/character training but rules out the use of less educated adults in these communities to impart that training. I believe that they will be most effective in training and disciplining the children than a middle class college grad. Moreover, they will provide the intensive coverage needed at the lowest cost. Have the high priced professionals train the aides from the area and then send them to the day-care and other preschool programs to do the early childhood education. In conclusion, the non-sequitars involved in the proposed soluctions do not invalidate the objective summaries of the research and the entirely valid objections to standardized testing as enshrined in the NCLB. I would certainly recommend it for a critical understanding of the issue. Then go to Valerie Lee and Ted Sizer for better solutions.

Must reading on the topic of the black-white achievement gap

"Class and Schools" is a perceptive study of what we can - and cannot - expect public schools to do on their own to narrow the black-white achievement gap. Rothstein is particularly astute in his descriptions of the subtle cognigitive and psychological skills that middle class students bring to school and how these skills serve them well, particularly in the upper grades. He also offers a critique of the "outlier" literature that draws overly broad conclusions from the fact that some schools serving disadvantaged students are effective. Many, if not most, readers will take issue with Rothstein over his policy recommendations, but anyone thinking seriously about the achievement gap will have to confront the major points that he makes and the evidence behind them.