Look How Far We Haven’t Come: The Possible Implications of Current Educational Context and Practices for Young Black Males by Amanda VandeHei Carter
Data that are derived from high stakes testing in the United States have created rhetoric of fear and criticism around our public K−12 educational system. Stakeholders often blame these low-test scores on the school, administration, or teachers. Due to the way that this data is shared with...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-06-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/9/2/142 |