With a growing focus on poverty, race, and equality in America, Milner’s timely and sophisticated book deserves widespread discussion and debate. His subtle and sensitive analyses are just what we need. — Cornel West, author of Race Matters

Too many teachers think that ignoring the racial identity and social class backgrounds of their students is the best way to show that they are concerned about all of their students equally.… Milner powerfully argues precisely the opposite. He makes a convincing case that teachers need a deeper understanding of the intersections of race and poverty so that they can better counter the out-of-school factors that hinder student learning. This book is crucial reading for educators at all levels. — Mary Pattillo, Harold Washington Professor of Sociology and African American Studies, Northwestern University

In my view, the kind of education and teacher education that Milner proposes is the only way that we will be able to provide a high-quality public education to everyone’s children in the U.S. This clearly written and very practical book should be required reading for every educator, aspiring educator, and those who prepare educators. — Ken Zeichner, Boeing Professor of Teacher Education, University of Washington

We should thank Rich Milner for Rac(e)ing to Class, a smart and accessible book that invites us to have a conversation about race and poverty, in schools and around, so that we may build schools rich in wisdom. Rac(e)ing to Class is honest, provocative, and compelling; a call to action, an invitation to talk, for parents, community, students, teachers, and pre-service educators. — Michelle Fine, Distinguished Professor of Psychology and Urban Education, The Graduate Center, CUNY

In this comprehensive and timely text, Milner takes head-on the issue of how poverty impacts education, and details why understanding and ameliorating the effects of poverty on education is a moral imperative…. Importantly, Milner offers thoughtful solutions and strategies for teachers and school districts to better support the learning of students in poverty, drawing on his vast experience in classrooms as a teacher, teacher educator, and scholar. This book is one of the most thoughtful and important on poverty and education in the market. — Na’ilah Nasir, Birgeneau Chair in Educational Disparities, Graduate School of Education, and H. Michael and Jeanne Williams Chair of African American Studies, University of California, Berkeley

Classroom teachers, principals, and school leaders must read this book; it provides an illuminating model and framework for educators that vividly challenges ‘us’ to re-envision what we think and do about poverty, race, and achievement in classrooms across the U.S. We need this book. — Terry Harris, coordinator, Department of Educational Equity and Diversity, Rockwood School District, St. Louis, Missouri

This book will prove valuable for readers of all levels interested in research in education, social change, critical pedagogy, teacher education, curriculum and instruction, bilingual education, educational leadership, ESL, multiculturalism, and diversity. — K. Al-Qubbaj, Choice Magazine

By considering the issue of racial inequity at both microlevels and macrolevels, Milner's insights are likely to be appealing to community advocates and educational practitioners alike. — Tony Dreise, Australian Journal of Education

Since Rac(e)ing to Class addresses strategies specifically for administrators at the district level, this book will be particularly meaningful for superintendents and other district administrators striving to implement systemwide reforms to address the educational needs of students living in poverty. — Dede Smith, School Administrator