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Author: Grace M. Burton
Publisher: Hmh School
ISBN: 9780153114564
Category : Algebra
Languages : en
Pages : 744
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Book Description
Author: Grace M. Burton
Publisher: Hmh School
ISBN: 9780153114564
Category : Algebra
Languages : en
Pages : 744
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Book Description
Author: Sonya Shafer
Publisher:
ISBN: 9781616340360
Category : Business mathematics
Languages : en
Pages : 176
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Book Description
Author: Hsp
Publisher:
ISBN: 9780153366932
Category :
Languages : en
Pages : 0
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Book Description
Author: Creative Teaching Press
Publisher: Creative Teaching Press
ISBN: 1591980119
Category : Arithmetic
Languages : en
Pages : 113
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Book Description
Author: Dawn Purney
Publisher: Creative Teaching Press
ISBN: 1616011122
Category : Juvenile Nonfiction
Languages : en
Pages : 121
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Book Description
Featuring classroom-tested material from the popular Advantage series, Ultimate Advantage workbooks now include Ultimate Advantage Quiz Cards. This dynamic new section features a snapshot review of each workbooks key concepts in a fun game format for independent or small-group play. Parents will especially appreciate this new hands-on learning feature as an easy-to-use extension of the workbook activities.
Author: Grace M. Burton
Publisher:
ISBN: 9780153100093
Category : Arithmetic
Languages : en
Pages :
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Book Description
Author: Harcourt Brace Publishing
Publisher: Hmh School
ISBN: 9780153094958
Category : Juvenile Nonfiction
Languages : en
Pages : 520
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Book Description
Author: Harcourt Brace & Company
Publisher:
ISBN: 9780153107016
Category : Arithmetic
Languages : en
Pages :
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Book Description
State-adopted textbook, 2001-2007, grade 1.
Author: Creative Teaching Press
Publisher: Creative Teaching Press
ISBN: 1591980100
Category : Juvenile Nonfiction
Languages : en
Pages : 113
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Book Description
Author: Christopher A. Lubienski
Publisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299
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Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
