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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