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FYI: There exists a clear link between the number of behavioral problems that exist in a school and the amount of certain resources that are available there, according to a new study of New York City public schools, and those resources are not equitably distributed along racial lines. Fordham University’s National Center on Schools and Communities mapped indicators of behavioral problems, such as drop out and attendance rates, and found they closely track low rates of key resources, the most important of which was the percentage of teachers holding state certification or masters degrees. Those resources, meanwhile, were found clumped in schools with majority non-poor, white and Asian students. [10/31/03]

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