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The Stubborn Roots of Educational Inequality: Race, Class, and Organizational Culture in U.S. Schools.
by Prudence Carter, Ph.D.
Jacks Family Professor of Education
Tuesday, April 12
Holloway Hall Room 116 in Bavaro Hall
Reception following in Bavaro Atrium
Prudence L. Carter is the Jacks Family Professor of Education, Professor of Sociology (by courtesy), and Faculty Director of the John W. Gardner Center for Youth and Their Communities at Stanford University. Carter’s research and teaching expertise are in the areas of inequality and the sociology of education, with a particular focus on race, ethnicity, class, gender, culture, and identity. She is the author of the award-winning book Keepin’ It Real: School Success Beyond Black and White (2005) and of Stubborn Roots: Race, Culture, and Inequality in U.S. and South African Schools (2012). She co-edited Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance and has authored numerous journal articles, book chapters, and essays. Carter holds a Ph.D. and an M.Phil. in sociology from Columbia University, an M.A. in sociology and education from Teachers College, Columbia University, and a B.S. in applied mathematics and economics from Brown University. In June 2016, Carter will become Dean of the Graduate School of Education at the University of California, Berkeley.
Dr. Elise Cappella from NYU completed a talk on entitled “Natural Opportunities for Academic Learning and Mental Health in Urban Schools: Evidence from Intervention Trials” on Friday February 26th, 2016 for the CRC Keynote and the Curry Research Lectureship Series.
Talk abstract: In schools, too often mental health goals are not well aligned with academic learning goals. This paper describes two innovative models designed to strengthen contexts of academic learning and mental health for students with and without behavioral difficulties. Links to Learning and BRIDGE were developed via community-university-school partnerships and delivered by existing school mental health professionals in urban elementary schools. Intent-to-treat analysis within two randomized trials revealed short-term effects on observed teaching practices and student academic and psychosocial outcomes. Secondary analysis focused on classroom peer contexts demonstrated the need to better understand and target peer social networks and academic norms. Efforts to extend these models to include peer contexts as intervention targets and embed these approaches into broader education and mental health systems will be discussed.
The Curry School of Education hosted the UVA African Music and Dance Ensemble at a Cups & Conversations in February 2016. The African Music & Dance Ensemble explores traditional music and dance forms from West Africa (Ghana, Togo). The ensemble led an interactive performance where many of our students, staff, and faculty participated. This event was sponsored by the Curry Dean’s Office, and organized jointly by the Curry Staff Advisory Council (CSAC), the Diversity Action Committee (DAC), and Ed Council.
Dr. Tim Sass from Georgia State University completed a talk entitled “Do the Cheated Ever Prosper? The Long-Run Effects of Test-Score Manipulation by Teachers on Student Outcomes” on Monday November 16th, 2015 for the Ed Policy Seminar Series sponsored by EdPolicyWorks.
Talk Abstract: One of the many concerns over high-stakes testing is the incentive for teachers to alter test scores by providing answers to students during a test or correcting the answers of their students after the test is taken. Indeed a number of cases of test-score manipulation by teachers have been uncovered throughout the country in recent years. While recent research has developed methods for detecting “cheating” by teachers, little is known about how the falsification of test scores impacts students. Using a 10-year panel of individual-level data on students and teachers from an urban school district where test scores were manipulated, we investigate the effects of teacher cheating on subsequent student achievement, attendance, behavior and educational attainment. In math we find that test scores drop below expected levels in the first year post-cheating year, but rebound thereafter. For reading and ELA, however, we uncover relatively robust negative effects of being cheated on student achievement for at least three years. The estimated effects are at least as great as having a rookie teacher, rather than a teacher with five or more years of experience. We also find some evidence that cheated middle-school students may be more likely to drop out of high school.