Analyzing the Impact of Education Reforms on the Achievement Gap: an Analysis of Teach for America
2009-10-09
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Analyzing the Impact of Education Reforms on the Achievement Gap: an Analysis of Teach for America
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2009-10-09
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Hubert H. Humphrey Institute of Public Affairs
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Thesis or Dissertation
Abstract
The Coleman Report’s (Coleman et al. 1966) influence on education, even to this day, cannot be understated. As the largest, most well known and most influential educational study conducted in the U.S, the Coleman Report laid the foundation for how we look at equality in education and what we know about the effects of various influences within education. Its central findings
underline two of the most intractable problems the field of education faces: (1) family background or SES is the prime predictor of achievement and (2) large achievement gaps between groups of students from different SES backgrounds. The finding that family background, or SES, is the main predictor of educational outcomes was a direct contradiction to
what many were expecting the Coleman Report to find, which was that disparity in inputs or resources was the main cause for the existing minority achievement gaps. And while the study did also find some support for the effects of teachers and the student body composition, these were much smaller than those of family background.
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Professional paper for the fulfillment of the Masters of Public Policy degree
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Anderson, Brett. Analyzing the Impact of Education Reforms on the Achievement Gap: an Analysis of Teach for America. 9th Oct 2009. Hubert H. Humphrey Institute of Public Affairs. Master of Public Policy.
Suggested citation
Anderson, Brett. (2009). Analyzing the Impact of Education Reforms on the Achievement Gap: an Analysis of Teach for America. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/54127.
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