Darling-Hammond argues that better ways of evaluating teachers must be integrated with systems that develop teacher competence and motivate teaching highest-need students.
Linda Darling-Hammond discusses the need to move beyond a collection of disparate and shifting reform initiatives in the U.S. to a thoughtful, well-organized and well-supported set of policies.
An article by Prudence Carter in "Sociological Studies of Children and Youth."
Prudence Carter addresses the notion that Blacks underperform in school because they fear (being accused of) "acting white."
In this article, Carter provides evidence of the coexistence of “dominant” and “non-dominant” forms of capital within the social and academic lives of poor ethnic minority students.
Prudence Carter argues for a more complex understanding of racial identity and meaning making in order to better understand and alleviate academic attainment gaps among all groups of American students.
Prudence Carter presents the results of an investigation of the following questions: How do low-income African American and Latino youths negotiate the boundaries between school and peer group contexts?
A chapter by Prudence Carter in the book "Everyday Antiracism."
This Ed Leadership article by Ruth Chung Wei and Linda Darling-Hammond is drawn from a larger study and examines what other nations are doing that the U.S. could adopt to create a powerful teaching force.
Prudence Carter assesses the literature on cultural explanations for ethno-racial differences in K–12 schooling and academic performance.
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