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TC Study Argues for Racially Integrated Classrooms

A new study by TC's Douglas Ready, assistant professor of education, and Megan Silander, a doctoral student in TC's Leadership, Policy & Politics concentration, found that students in predominantly black or Latino elementary schools do not perform academically as well as students in mostly white or integrated classrooms. Education Week posted a story about it here.
A new study by TC's Douglas Ready, assistant professor of education, and Megan Silander, a doctoral student in TC's Leadership, Policy & Politics concentration, found that students in predominantly black or Latino elementary schools do not perform academically as well as students in mostly white or integrated classrooms. Education Week posted a story about it.

On June 12, Ready participated in a Congressional briefing on Capitol Hill that focused on promoting racial school integration. To read the Education Week story, click here.

Published Wednesday, Jun. 17, 2009

TC Study Argues for Racially Integrated Classrooms

A new study by TC's Douglas Ready, assistant professor of education, and Megan Silander, a doctoral student in TC's Leadership, Policy & Politics concentration, found that students in predominantly black or Latino elementary schools do not perform academically as well as students in mostly white or integrated classrooms. Education Week posted a story about it.

On June 12, Ready participated in a Congressional briefing on Capitol Hill that focused on promoting racial school integration. To read the Education Week story, click here.

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