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Description
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One of the persisting problems facing schools is the achievement gap between White students and their African American and Latino peers. What are the causes of this disparity? Why has it been so difficult to narrow the gap? And, how can the actions of ordinary educators and parents have an impact on the problem? To answer these questions, Pedro Noguera and his collaborators spent four years investigating the dynamics of race and achievement at Berkeley High School -- a large, comprehensive public high school with a diverse student population. All aspects of schooling were examined -- from organizational structure to classroom assignments. The authors reveal the hidden inequities of schools -- where cultural attitudes, academic tracking, curricular access, after-school activites, and more serve as sorting mechanisms that set students on predetermined paths of success or failure. The good news is that something can be done. Among the findings -- leadership is key to guiding change and keeping it on track, parents of underachieving students must be organized to be heard, and wider access is needed to the best courses and teachers. While the task of closing the achievement gap is complex and daunting, Noguera and his colleagues believe there are concrete things that parents, educators, and the larger community can do now. They believe that the lessons learned at Berkeley High will inspire others around the country to improve the prospects for students from all walks of life.
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