Ethan Hutt lecture: “Long-Term Relationships: How Longitudinal Datasets Shaped Our Views of Educational Attainment, Inequality, and the American School System”
12:00 PM – 1:00 PM
How are America’s students doing? Are we closing the achievement gap? For the past several decades, we have answered these questions by looking at national test scores. These scores have come to provide the most prominent evidence and potent language for discussing educational inequality in the U.S. But what does it mean to talk about the average achievement of of the American nine year-old or 17 year-old? Why, given our tradition of local control and the lack of centralized school oversight, did we ever come to talk about schools in national terms? In this talk, Hutt will explore the origins and implications of talking about educational achievement—and educational equity—in national terms focusing specifically on Cold War efforts by the federal government to inform itself about the state of American children. Hutt argues that the legacy of these Cold War decisions has had an important, but overlooked, impact on how we think about, research, and reform our nation’s schools.
Part of a Series
|Brooks Bowden “Simplifying Cost Research Design for Educational Field Trials”||June 5, 2017||2:00 PM|
|Michael Gottfried “Children with Disabilities in Full-Day Kindergarten: Effects & Policy Implications”||October 12, 2016||1:00 PM|