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: The United States has an extensive statistical system that generates hundreds of indicators of the health and economic status of its population components, yet there is no consensus about how different indicators should be weighted and interpreted to judge the absolute and relative progress of black Americans.

TL;DR: In this article, a number of identification strategies for early childhood care and education (ECCE) evaluation are explained and explicitly studied with respect to their applications in evaluations of ECCE investments.

TL;DR: In this paper, the authors describe a school-university partnership initiative in a northern city that brings together teachers, school Heads and assistant Heads with academic partners, currently without system support, to address disadvantaged students' lives, learning needs and schooling experiences.