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|z 9780309490160
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|a 9780309490177 (online)
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|a 9780309490191 (online)
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|a 9780309490207 (online)
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|a LC213.2
|b .N37 2019
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| 110 |
2 |
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|a National Academies of Sciences, Engineering, and Medicine (U.S.).
|b Committee on Developing Indicators of Educational Equity,
|e organizer.
|
| 245 |
1 |
0 |
|a Monitoring educational equity
|h [electronic resource] /
|c Christopher Edley, Jr., Judith Koenig, Natalie Nielsen, and Constance Citro, editors ; Committee on Developing Indicators of Educational Equity, Board on Testing and Assessment and Committee on National Statistics, Division of Behavioral and Social Sciences and Education.
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| 264 |
|
1 |
|a Washington, D.C. :
|b National Academies Press,
|c [2019]
|
| 264 |
|
4 |
|c ©2019
|
| 490 |
1 |
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|a A consensus study report of the Natonal Academies of Sciences, Engineering, Medicine
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| 504 |
|
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|a Includes bibliographical references (pages 129-160).
|
| 520 |
|
|
|a The challenge of monitoring disparities in educational achievement and opportunities shares some characteristics with other complex regulatory problems. For example, when Congress adopted the Clean Air Act (1970) nearly 50 years ago, it emphasized the importance of public health but provided no clear line for distinguishing clean air from dirty air. Most fundamentally, regulating pollution has required choices about what indicates that air is "polluted" for regulatory purposes, how to measure and monitor those indicators, and when the measured level of an indicator should trigger enforcement or other intervention. The statute provided few answers, or even a definitive list of "pollutants" to be regulated. Nor were there definitive answers in the Constitution, economics, the biological sciences, or epidemiology. Instead, definitions and decisions have been a continuous enterprise involving interpretations of vague statutory language, promulgation of hundreds of federal and state regulations, enforcement experience, research in multiple disciplines, and the turbulence of politics.
|
| 650 |
|
0 |
|a Educational equalization
|z United States.
|
| 650 |
|
0 |
|a Educational equalization
|x Law and legislation.
|
| 650 |
|
0 |
|a Educational accountability
|z United States.
|
| 700 |
1 |
|
|a Edley, Christopher F.,
|d 1953-
|e editor.
|
| 700 |
1 |
|
|a Koenig, Judith A.,
|e editor.
|
| 700 |
1 |
|
|a Nielsen, Natalie,
|d 1966-
|e editor.
|
| 700 |
1 |
|
|a Citro, Constance F.
|q (Constance Forbes),
|d 1942-
|e editor.
|
| 710 |
2 |
|
|a National Academies of Sciences, Engineering, and Medicine (U.S.).
|b Board on Testing and Assessment,
|e researcher.
|
| 710 |
2 |
|
|a National Academies of Sciences, Engineering, and Medicine (U.S.).
|b Committee on National Statistics,
|e researcher.
|
| 710 |
2 |
|
|a National Academies of Sciences, Engineering, and Medicine (U.S.).
|b Division of Behavioral and Social Sciences and Education,
|e researcher.
|
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|t National Academies Press
|d National Academy of Sciences
|
| 773 |
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|t EBSCO eBooks
|d EBSCO
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|t eBook Academic Collection (EBSCOhost) – North America
|d EBSCO
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| 776 |
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|t Monitoring educational equity /
|w (OCoLC)on1105722494
|w (DLC)2019947474
|
| 830 |
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|a Consensus study report.
|
| 856 |
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0 |
|y Access Content Online(from National Academies Press)
|u https://www.nap.edu/25389
|z National Academies Press: 2019
|
| 856 |
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|y Access Content Online(from EBSCO eBooks)
|u https://ezproxy.msu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2285528
|z EBSCO eBooks: 2019
|
| 856 |
4 |
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|y Access Content Online(from eBook Academic Collection (EBSCOhost) – North America)
|u https://ezproxy.msu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=e000xna&AN=2285528
|z eBook Academic Collection (EBSCOhost) – North America: 2019
|
