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Download full textDalane, Kari; Marcotte, Dave E. – Annenberg Institute for School Reform at Brown University, 2020
Over the past three decades, children from low-income families and those from more affluent families have increasingly been attending different public schools. While recent work has helped us understand patterns of income segregation between districts and schools within districts, we know very little about segregation of students as they…
Descriptors: Low Income Students, Public Schools, Family Income, Educational Discrimination
Peer reviewed
Direct linkDougherty, Shaun M.; Goodman, Joshua S.; Hill, Darryl V.; Litke, Erica G.; Page, Lindsay C. – Educational Evaluation and Policy Analysis, 2015
Taking algebra by eighth grade is considered an important milestone on the pathway to college readiness. We highlight a collaboration to investigate one district's effort to increase middle school algebra course-taking. In 2010, the Wake County Public Schools began assigning middle school students to accelerated math and eighth-grade algebra based…
Descriptors: Middle Schools, Public Schools, Mathematics, Algebra
Rhea, Anisa – Wake County Public School System, 2013
Extending the school day through programs that will supplement core courses, such as offering intensive, after-school tutoring or small-group study sessions in reading and mathematics, is one method districts use to boost school performance and narrow educational achievement gaps between students of different racial and economic backgrounds (Redd…
Descriptors: Intervention, Achievement Gap, Grade 3, Grade 4
