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Educational sociologists have paid relatively little attention to
children in middle childhood (ages 6 to 12), whereas developmental
psychologists have emphasized factors internal to the child much
more than the social contexts in explaining children's development.
Children, Schools, and Inequality redresses that imbalance. It
examines elementary s
Educational sociologists have paid relatively little attention to
children in middle childhood (ages 6 to 12), whereas developmental
psychologists have emphasized factors internal to the child much
more than the social contexts in explaining children's development.
"Children, Schools, and Inequality "redresses that imbalance. It
examines elementary school outcomes (e.g., test scores, grades,
retention rates) in light of the socioeconomic variation in schools
and neighborhoods, the organizational patterns across elementary
schools, and the ways in which family structure intersects with
children's school performance. Adding data from the Baltimore
Beginning School Study to information culled from the fields of
sociology, child development, and education, this book suggests why
the gap between the school achievement of poor children and those
who are better off has been so difficult to close. Doris Enwistle,
Karl Alexander, and Linda Olson show why the first-grade
transition--how children negotiate entry into full-time
schooling--is a crucial period. They also show that events over
that time have repercussions that echo throughout children's entire
school careers. Currently the only study of this life transition to
cover a comprehensive sample and to suggest straightforward
remedies for urban schools, "Children, Schools, and Inequality "can
inform educators, practitioners, and policymakers, as well as
researchers in the sociology of education and child development.
This study is about the practice of grade retention in elementary schools; a particularly vexing problem in urban school systems. The book describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. It addresses the complex question of whether repeating a grade is helpful or harmful when children are not keeping up with their coursework.
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