Equality of Educational Opportunity.

TL;DR: In this article, critical race theory can inform a critical race methodology in education and the authors challenge the intercentricity of racism with other forms of subordination and expose deficit-informed research that silences and distorts epistemologies of people of color.

TL;DR: This article argued that a focus on the achievement gap is misplaced and instead, we need to look at the education debt that has accumulated over time, which comprises historical, economic, sociopolitical, and moral components.

TL;DR: This paper used data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement, and found that teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains.

TL;DR: In this paper, the authors map out the division of sociological labor and discover antagonistic interdependence among four types of knowledge: professional, critical, policy, and public.

TL;DR: In this paper, the authors investigated regional and gender differences in academic achievement in Ethiopia, and examined whether these differences can be explained in terms of unequal educational opportunities (EO). Educational opportunity was operationalized in a broad sense based on a regional differentiation of socio-economic and school environment factors.

TL;DR: In this paper, the authors provide a theoretical model of the higher education market in which a public and a private university compete for students in the presence of borrowing constraints and find that there exists a unique equilibrium in which the public institution is of higher quality than the private institution.

TL;DR: In this article, the authors investigated the impact of household possessions on youth's academic achievement in the Ghana YouthSave experiment and found evidence of the importance of family economic background, particularly asset ownership, on the academic achievement of youth.

TL;DR: A two-level hierarchical linear growth model that nests multiple time points per district (Level 1) within districts (Level 2) was used to predict gains in district effectiveness.