Popular in Macro Economics
Popular in Macro Economics
verified elite notetaker
This 3 page Class Notes was uploaded by Rachel Dragoy on Friday August 19, 2016. The Class Notes belongs to Econ at SUNY at Binghamton taught by Dennis O'Dea in Fall 2016. Since its upload, it has received 10 views. For similar materials see Macro Economics in Macro Economics at SUNY at Binghamton.
Reviews for Tester
Report this Material
What is Karma?
Karma is the currency of StudySoup.
You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!
Date Created: 08/19/16
Rachel Dragoy Professor Plochocki Composition 11/12/2015 Annotated Bibliography Borg, Rody, Mary O. Borg, and Harriet A. Stranahan. "Closing the Achievement Gap between Highpoverty Schools and Lowpoverty Schools." Research in Business and Economics Journal (2012): 124. AABRI. Feb. 2012. Web. The Research in Business and Economics Journal represents the issue of closing the achievement gap between lowincome/minority students and students of the white majority. Since the gap persists and has even grown larger over the years, multiple and continuous forms of research have been conducted to gain an understanding of the cause for this gap. The three professors from Jacksonville University and University of North th th Florida narrowed their data based on 4 and 5 grade performances in math and reading. They actually reference Coleman’s report (as referenced below) on the affect of resources on student achievement and proposed, in opposition, that resources do have an effect on student results. However, the effects of investment in resources within institutions are not large and difficult to determine. Their data also shows how different variables, ranging from race to gender to income, influence the scores in math and reading. This source targets lowincome/minority students by examining the scores specifically to see which factors are at fault for the gap and how better resources and investment affects the students. Conley, Dalton. "Chapter 13: Education." You May Ask Yourself: An Introduction to Thinking Like a Sociologist. 2nd ed. New York: W.W. Norton, 2011. 495519. Print. Dalton Conley is a professor with a bachelor’s degree in Humanities and a Ph. D. from Columbia University in Sociology. His background in sociology and experience as a professor verifies his qualification in writing “Chapter 13: Education” in the textbook You May Ask Yourself: An Introduction to Thinking Like a Sociologist. He includes in the chapter a breakdown of the Coleman Report, conducted by James Coleman, on the surprising results that resources did not affect achievement within schools, but instead that achievement was majorly attributed to family background. He explains the differences between Private, Catholic and Public Institutions and analyzes indepth how these differences contribute to the gap between the majority and lowincome families. This source was published only four years ago in 2011 and therefore is recent enough to be utilized as a basis for understanding the flaws that currently stand within the education system. Faitar, Gheorghita M. "Socioeconomic Status, Ethnicity and the Context of Achievement in Minority Education." Journal of Instructional Pedagogies (2011): 18. AABRI. May 2011. Web. Gheorghita Faitar published Socioeconomic Status, “Ethnicity and the Context of Achievement in Minority Education” to stress the role that educators, parents and communities have in regard to the achievement gap of students from various backgrounds and financial standings. She addresses how educational reform has failed to close the achievement gap even in schools with the most diversified student body. She explains that importance of the acquisition of language in early child development starting from infancy. She continues to address indepth the effect that parents have on their children’s literacy and ability to interact. Faitar also includes a case study that helps to form a picture of how children whose parents enroll them in school for a number of years affect their performance in the education system even at grades as low as preK and kindergarten. This source addresses how earlier enrollment works to the advantage of children and provides logical reasoning as to how this can be most beneficial for children with lowincome/minority backgrounds because it can raise their performance levels and aid in narrowing the achievement gap. Kozol, Jonathan. "Still Separate Still Unequal: America's Educational Apartheid." (1864): 56880. Rpt. in Harper's Magazine. Vol. 311. New York., 2005. 4154. Print. Jonathan Kozol’s credentials consist of graduating from Harvard University in where he obtained his degree in English Literature. He was a prominent activist in the civil rights movement who took his beliefs in equality and focused much of his writing on the inequalities that children from lowincome backgrounds face being apart of the education system. Still Separate Still Unequal: America’s Education Apartheid was published in Harper’s Magazine, volume 311, in the year 2005. Being that this was published ten years ago, this source provides fairly recent information that remains relevant since the gap between lowincome/minority students and students from privileged backgrounds has grown. This publication is aimed at lowincome families and the education system because it exposes the segregation that still exists in the public school system. He provides reliable statistics from his own research to support his claims that such inequality exists and explains how financial background affects students learning opportunity. Reardon, Sean F. "The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations." Whither Opportunity? Rising Inequality and the Uncertain Life Chances of LowIncome Children (2011): 149. New York: Russell Sage Foundation Press, Sept. 2011. Web. Sean F. Reardon graduated with a doctorate degree from Harvard University in education. He is a sociology professor at Stanford University who conducts research concentrated on educational policies and the measurement of inequality within social groups and the education system. In The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations, Reardon focuses on the correlation between students achievement and students family socioeconomic background. He examines this changing trend over the past fifty years and his research parallels that of Kozol’s by displaying the growth in the gap between high and low income families. This publication serves as fundamental research to raise awareness within the education system of this growing gap. The publication strays away from bias through subheadings formatted as questions, which he answers through factual reasoning he has established from conducting research and examining percentiles. Since this was published less than five years ago in 2011, it is definitely recent enough to be considered reliable information.
Are you sure you want to buy this material for
You're already Subscribed!
Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'