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Data-based analyses across more than 20 states show substantial resource gaps—qualified teachers, class sizes, materials, textbooks, computers, and curricula—between schools serving students of color and more affluent white students, perpetuating entrenched achievement gaps and 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King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is high-quality education for all described as a public good?","Question",{"text":112,"@type":113},"It is presented as essential for both the well-being of individuals and the good of the public, especially as nations and lives become increasingly interdependent.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What disparities are documented between schools serving students of color and more affluent students?",{"text":117,"@type":113},"Analyses across many states report fewer qualified teachers, larger class sizes, inadequate textbooks and learning materials, limited courses needed for college eligibility, and staffing with untrained or temporary teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the document explain progress being stymied in the United States?",{"text":121,"@type":113},"It links stalled reform to worsening segregation and growing disparities over the last two decades, with continued tolerance of profound inequality described as a core 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don'tever want you to forget that there are millions of God's chil-dren who will not and cannot get a good education,and Idon't want you feeling that you are better than they are.Foryou will never be what you ought to be until they are whatthey ought to be.”  \n-Martin Luther King,Jr.¹  \nBYLINDA DARLING-HAMMOND  \now more than ever,high-quality education for all isa public good that is essential for the good of thepublic.As the fate of individuals and nations isincreasingly interdependent,the quest for access toanequitable,empoweringeducation forallpeople has become acritical issue for the American nation as awhole.No society can  \nLinda Darling-Hammond is the Charles E.Ducommun Professor of Edu-cation at Stanford University,where sheiscodirector ofthe Stanford Centerfor Opportunity Policy in Education and the founding director of theSchoolRedesign Network.She is aformerpresident oftheAmerican Educa-tional Research Association and a member of the National Academy ofEducation.This artide is adapted with permission of the Publisher.FromLinda Darling-Hammond,The Flat World and Education,New York:Teachers College Press.Copyright ◎2010byTeachers College Press,Colum-bia University.All rights reserved.  \n20 AMERICAN EDUCATOR |WINTER 2010-2011  \nthrive in atechnological,knowledge-based economybydeprivinglarge segments ofits population of learning.But at a time whenthree-quarters of the fastest-growing occupations require post-secondary education,just over one-third of our young peoplereceive a college degree.2 Meanwhile,in many European andAsian nations,more than halfofyoung people are becoming col-legegraduates.At a timewhen high schooldropouts areunlikelyto secure anyjob at all,our high school graduation rate—stuck atabout70percent—has dropped from first in theworld to the bot-tom halfofindustrialized nations.Atatime when children ofcolorcomprise a majority inmost urban districts,andwill be the major-ity in the nationas a whole by 2025,³we facepernicious achieve-ment gaps that fuel inequality,shortchanging our young peopleand our nation.  \nRecent analyses of data prepared forschoolequity casesin morethan 20 states have found that on every tangible measure—fromqualified teachers and reasonable class sizes,to adequate text-books,computers,facilities,and curriculum offerings—schoolsservinglarge numbers ofstudents ofcolor have significantlyfewerresources than schools serving more affluent,white students.Many such schools are so severely overcrowded that they run amultitrack schedule with a shortened schoolday and schoolyear,lackbasic textbooks andmaterials,do not offerthe courses studentswould need to be eligible for college,andare staffedbya parade ofuntrained,inexperienced,andtemporary teachers.5  \nAlthough many U.S.educators and civil rights advocates have  \nfought for higher quality and more equitable education over manyyears—in battles for desegregation,school finance reform,andequitable treatmentof students within schools—progresshasbeenstymied inmany states over the last twodecades assegregationhasworsened,and disparities have grown.While students in the high-est-achieving states and districts in the United States do as well astheir peers in high-achieving nations,our continuing comfort withprofound inequality is the Achilles'heel ofAmerican education.  \ndescribe a set of elements that,when well designed and con-nected,reliably support all studentsin their learning.These ele-ments ensure that students routinely encounter well-preparedteachers who work in concert around a thoughtful,high-qualitycurriculum,supportedbyappropriate materials and assessments.These elements also help students,teachers,leaders,and thesystem as a whole continue to learn andimprove.  \nWhile none ofthese countries lacks problems and challenges,each has created a much more consistently high-quality educa-tion syst","cbCaiurdjDkcVnJp","https://ap.wps.com/l/cbCaiurdjDkcVnJp","pdf",182745,"English","# Education as a Public Good\n## Interdependence and Access to Equitable Schooling\n# Resource Gaps and Their Consequences\n## Teacher Quality, Materials, and Curriculum Shortfalls\n# Why Inequality Persists\n## Stalled Progress and Systemic Inertia\n# International Comparisons\n## Centralized, Equitable Funding Models","[{\"question\":\"Why is high-quality education for all described as a public good?\",\"answer\":\"It is presented as essential for both the well-being of individuals and the good of the public, especially as nations and lives become increasingly interdependent.\"},{\"question\":\"What disparities are documented between schools serving students of color and more affluent students?\",\"answer\":\"Analyses across many states report fewer qualified teachers, larger class sizes, inadequate textbooks and learning materials, limited courses needed for college eligibility, and staffing with untrained or temporary teachers.\"},{\"question\":\"How does the document explain progress being stymied in the United States?\",\"answer\":\"It links stalled reform to worsening segregation and growing disparities over the last two decades, with continued tolerance of profound inequality described as a core weakness.\"}]","American Educator - Winter 2010-2011 | PDF",1792071764,13]