scholarly journals The Politics of Fair and Affordable Housing in Metropolitan Atlanta: Challenges for Educational Opportunity

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Elizabeth H. DeBray
Keyword(s):  
Affordable Housing ◽  
Educational Opportunity

Postwar Prospects in the U.S.

2019 ◽  
pp. 210-252
Author(s):  
Isser Woloch
Keyword(s):  
Affordable Housing ◽  
Political Action ◽  
Educational Opportunity ◽  
Direct Result ◽  
Bill Of Rights ◽  
Housing Provision ◽  
Postwar America ◽  
Action Committee ◽  
The Impact ◽  
The U.S

This chapter explores the launching of progressive visions for the postwar in the U.S. As the CIO-PAC (CIO-Political Action Committee) produced a flurry of electoral activism, it also crystalized a progressive program for postwar America. Its principal manifesto, The People's Program for 1944, raised a progressive standard for renewal in the postwar moment. The manifesto demanded jobs for all with adequate wages; affordable housing; provision for all of adequate medical care; equality of educational opportunity; and improved protection from the economic perils of old age, sickness, accident, or unemployment. The chapter then considers Franklin Roosevelt's re-election campaign; Harry Truman's approach to reconversion after V-J Day; the conflicts between big business and big labor during the postwar moment; the impact of the G.I. Bill of Rights; and the Republican sweep of Congress in the election of 1946 and its direct result: passage of the anti-union Taft–Hartley labor law.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

Sign in / Sign up

Export Citation Format

Share Document