"Prevailing policies and practice directed at improving the school success of African American students have often been guided by good intentions, conventional wisdom, and limited and sparse data sources that focus on single explanations of school achievement," said Dr. Jacqueline Jordan Irvine of Emory University.
Linda Darling-Hammond of Columbia University agrees, calling The College Fund's research series "invaluable." She suggests that "anecdotes and hunches" and not research - have been used to "tackle the root causes of inequality in this country," and to understand the "conditions of education for African American students."
Says Nettles: "Some of the information in this data book is positive. Some of it is pretty discouraging. But to know is to act."
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