Group and Interaction Effects with "No Child Left Behind": Gender and Reading in a Poor, Appalachian District
Critics of “No Child Left Behind” judge that it oversimplifies the influence of social context and the place of socially ascribed traits, such as social class, race, and gender, in determining achievement. We hold that this is especially likely to be true with regard to gender-related group effects...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Arizona State University
2004-01-01
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| Series: | Education Policy Analysis Archives |
| Online Access: | http://epaa.asu.edu/ojs/article/view/160 |