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Summer 2001
The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades
:
An Analysis of the Massachusetts Comprehensive Assessment System (MCAS)
Robert T. Brennan, Jimmy Kim, Melodie Wenz-Gross, Gary N. Siperstein
Poverty and the (Broken) Promise of Higher Education
Vivyan C. Adair
Affirmative Action and Education in Fiji
:
Legitimation, Contestation, and Colonial Discourse
Carmen M. White
Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher
Mary Ellen Dakin
Also in this Issue
Book Notes
Understanding Schools as Intelligent Systems
Edited by Kenneth Leithwood
Escaping Education
By Madhu Suri Prakash and Gustavo Esteva
Schools that Learn
By Peter Senge
Storylines: Craftartists’ Narratives of Identity
By Elliot G. Mishler
Gramsci, Freire, and Adult Education
By Peter Mayo