1.The main purpose of this oblige is to allow the reader to go past his or her own polishs on and explore the theories that pass on been presented as explanations for the reasons and ways that induce, amicable class, and ethnicity are deald (by a number of questioners) to lick the educational outcomes as measured by standardized, high adventure executing tests.
2.The key question that the author is addressing is an accumulation of many. In part, because it is non exactly a one-part question. After thoroughly discipline the article, I find that it would be What are the stakes in high stakes testing, who is impacted, (2) and, which, if any of these theories are most valid in explaining how race especially, effects educational outcomes. Although this is the key question I believe it is derived from a number of questions that are specifically addressed in the article, which include: who are some of the stakeholders in testing performance? What are some problems with race definitions in social research? What is the evidence that racial and ethnic identity make a release in test performance? How big is the racial difference in test performance? Has the difference increased or decreased over time? And, How can explanations of racial differences be categorized? (2)
3.
The most important information in this article is Figure 6:Research Orientations Towards race and Social Outcomes, be that it is the basis of the majority of the researched information in this article.
4.The main conclusion in this article is that while earlier research and explanations for how race, social class, and ethnicity are possibly connected to educational outcomes may have been acceptable then, and still are to some people, they are not as reliable nor as verifiable as they should be in order to be granted as factual fact...
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