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By University of Chicago |
01 March 2012 |
1230
A recent report issued by the Center on Education Policy predicted that 48 percent of US public school students would not meet reading and math standards by 2014, as legally mandated by the decade-old No Child Left Behind Act (NCLB). The law was originally established to address the comparatively low test scores of low-income students. With the limited success of NCLB, the discussion about school performance has again grabbed the headlines. While social scientists have always been interested in the dynamics behind the low achievement of students living in disadvantaged urban neighborhoods, in recent years researchers have been trying to establish precisely the extent to which neighborhood conditions, net of other factors, influence educational achievement.
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