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Direct linkWhipple, Sara Sepanski; Evans, Gary W.; Barry, Rachel L.; Maxwell, Lorraine E. – Journal of Applied Developmental Psychology, 2010
Most educational reform programs, including No Child Left Behind, operate from the perspective that gaps in academic achievement can be reduced by improvements in the educational process directed by school administrators and teachers. This perspective ignores the ecological context in which underachieving schools are typically embedded. Using a…
Descriptors: Elementary School Students, Neighborhoods, Federal Legislation, Educational Attainment
