Tough Questions for Tough Times

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The economic downturn and the recent passage of the American Recovery and Reinvestment Act confront many district and school leaders with the confounding paradox of managing both recession-driven budget cuts and new stimulus funding intended to improve the achievement of underserved students. Here, Parrett and Budge discuss the results of their study of high-performing, high-poverty schools. They discovered that a school can indeed overcome the powerful and pervasive effects of poverty on a student's learning. Sustained improvements usually began with an individual or a small group of leaders committed to equity and the goal of successfully teaching every student.

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