Article

Evidence-Based School Interventions to Reduce Achievement Inequality

Adam Gamoran, Ruth N. López Turley and Jeremy Fiel

in The Oxford Handbook of Poverty and Child Development

Published in print May 2012 | ISBN: 9780199769100
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780199769100.013.0021

Series: Oxford Library of Psychology

 Evidence-Based School Interventions to Reduce Achievement Inequality

More Like This

Show all results sharing these subjects:

  • Psychology
  • Developmental Psychology
  • Educational Psychology

GO

Show Summary Details

Preview

Achievement inequality stands out as a vexing issue for educators and researchers alike. While schools are not the only source of inequality, policy makers often look to schools to address the problem. This chapter reviews evidence-based approaches to school interventions intended to reduce U.S. achievement inequality for children from ethnic and racial minority groups and those with low socioeconomic status. The key challenge in assessing school-based interventions is distinguishing program effects from effects of selection into programs. School-based randomized trials are an important response to this challenge and evidence from randomized interventions deserves special weight, but experiments also have limitations and it is appropriate to review a broader literature, including mixed-methods studies, while bearing in mind the quality of evidence available. Large-scale interventions such as school desegregation, class-size reduction, and comprehensive school reform have revealed some benefits for reducing inequality. Research on more localized interventions such as tutoring, parent involvement, and reduction of stereotype threat may hold even greater promise for reducing inequality, but the size and generalizability of their effects is still uncertain.

Keywords: schools; achievement; desegregation; class size; educational inequality; randomized controlled trials; mixed-methods research; sociology of education

Article.  9378 words. 

Subjects: Psychology ; Developmental Psychology ; Educational Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.