NEPC Review: Think Again: Are Education Programs for High Achievers Inherently Inequitable? (Thomas B. Fordham Institute, October 2024) [Reprint].
Resumo
Margaret Thornton's review of the Thomas B. Fordham Institute's report, Think Again: Are Education Programs for High Achievers Inherently Inequitable?, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
Biografia do Autor
Margaret`` Thornton, Rowan University
Margaret Thornton is an assistant professor of educational leadership and research at Rowan University’s College of Education. Margaret’s research interests include equity-focused school leadership development, school leadership for detracking, and critical race theory. She began her career in education in detracking programs in Central Virginia in both teaching and leadership capacities. An alumna of AmeriCorps, Margaret volunteers with several nonprofits, including the wraparound educational service program City of Promise. In addition to her Ph.D. in educational leadership, foundations, and policy, Margaret earned her B.A. in English Literature and her M.Ed. in Secondary English Curriculum and Instruction from the University of Virginia.
Referências
[Report Reviewed]. Wright, B. L. (2024, October 29). Think again: Are education programs for high achievers inherently inequitable? Thomas B. Fordham Institute. https://fordhaminstitute.org/national/research/think-again-are-education-programs-high-achievers-inherently-inequitable
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Copyright (c) 2025 Margaret`` Thornton
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