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Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students
Using qualitative and quantitative methods, this article examines one large, racially mixed, urban California school community’s response to the growing tension between excellence and equity in public education; and concurrently describes how African American students in this setting experienced school reform in general and detracking reform in particular.
Author/Creator: Cooper, R.
Author's address: Howard University Press
Washington, D.C. 20059
Journal/Secondary Title: The Journal of Negro Education
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