After the Bell
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€192.20
academic achievement determinants
background
BSS
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Child School Success
Child's IQ Score
Children's Human Capital Development
Children's School Performance
Children's Test Scores
childrens
Children’s Human Capital Development
Children’s School Performance
Children’s Test Scores
Child’s IQ Score
Co-parenting Behavior
Early Labor Market Outcomes
educational inequality
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family
Family Economic Status
Family Literacy Programs
High SES
Home Visiting Programs
income
Income Supplement Programs
Individual Educational Outcomes
intergenerational mobility
Large Families
Low SES
Maternal Emotional Distress
MTO
Negative Relationship
panel
Parental Age
parental involvement research
Paternal Involvement
Pe Rc
Prince George's County
Prince George’s County
Resource Dilution Hypothesis
scores
sibship
Sibship Size
size
social policy effects on schooling
socioeconomic status impact
sociology of education
study
test
Product details
- ISBN 9780415308960
- Weight: 810g
- Dimensions: 156 x 234mm
- Publication Date: 29 Jan 2004
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Since the publication of the Coleman report in the US many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools.
With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle and Richard Arum this book is an important contribution to a debate that has implications across the board in social sciences and policy-making. It will be required reading for students and academics within sociology, economics and education and should also find a place on the bookshelves of education policy-makers.
Dalton Conley is Director, Center for Advanced Social Science Research, New York University, USA.
Karen Albright is Instructor of Sociology, New York University, USA.
