A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes

Item

Title: A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes
Abstract/Description: Persistent education inequality is a complex problem in the United States, and, despite efforts to promote equity, education performance and attainment remain highly related to characteristics of students’ families, schools, and neighborhoods. Systemic interventions are designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem. Although systemic intervention approaches are not widely reported in education, they have yielded positive effects in health and human services and are worth investigating in the education context. In this paper we review policy and research evidence related to education inequality and provide an agenda for designing and evaluating systemic interventions to reduce education inequality.
Author/creator: Kainz, Kirsten; Lippold, Melissa; Sabatine, Elaina; Datus, Rebecca
Date: 2018
In publication: Journal of Children and Poverty
Volume: 24
Issue: 1
Pages: 69-80
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Empirical
Keywords: education; inequality; partnerships; poverty gap; school; school outcomes
Open access/full-text available: en No
Peer reviewed: en Yes
ISSN: 1079-6126
DOI: 10.1080/10796126.2017.1401900
URL: Official Publisher's Webpage (Taylor & Francis)
Citation: Kainz, K., Lippold, M., Sabatine, E., & Datus, R. (2018). A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes. Journal of Children and Poverty, 24(1), 69–80. https://doi.org/10.1080/10796126.2017.1401900

Item sets: Handbook Chapter 14 Citations

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