CONLEY, DALTON
ALBRIGHT, KAREN
After the Bell: Family Background, Public Policy, and Educational Success
New York, NY: Routledge, 2004. Also: http://www.questiaschool.com/read/107504305
Cohort(s): Mature Women, NLSY79, NLSY97, Older Men, Young Men, Young Women
ID Number: 5887
Publisher: Routledge

About the Book
Since the publication of the Coleman report in the US many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools. With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle and Richard Arum this book is an important contribution to a debate that has implications across the board in social sciences and policy-making. It will be required reading for students and academics within sociology, economics and education and should also find a place on the bookshelves of education policy-makers.

Contents

List of contributors 	ix 
Introduction: American educational policy in historical perspective 
	KAREN ALBRIGHT AND 	
	DALTON CONLEY 	1 
PART I The case for family background 	23 
1	How do parents matter? Income, interactions, and intervention during early childhood
	MIRIAM R. LINVER, 	
	ALLISON SIDLE FULIGNI, AND 	
	JEANNE BROOKS-GUNN 	25 
2 	Family background, education determination, and policy implications: some selected aspects from various countries 
	JERE R. BEHRMAN 	51 
3 Young children's achievement in school and socio-economic background 	
	DORIS R. ENTWISLE 
	KARL L. ALEXANDER, AND 
	LINDA STEFFEL OLSON 	86 
PART II Exploring family effects 	109 
4 	Macro causes, micro effects: linking public policy, family structure, and educational outcomes 
	BRIAN POWELL, 
	REGINA WERUM, AND	
	LALA CARR STEELMAN 	111 
5	Fathers: an overlooked resource for children's educational success
	W. JEAN YEUNG 	145
6	Intergenerational assets and the black/white test score gap
	ARIEL KALIL, 
	MARY PATTILLO, AND 
	MONIQUE R. PAYNE 	170
PART III Family backgrounds, schooling, and the labor market195
7 	Teenage employment and high school completion
	JOHN ROBERT WARREN, 
	JENNIFER C. LEE, AND 
	EMILY FORREST CATALDI 	197
8	School-community relationships and the early labor market outcomes of sub-baccalaureate students
	RICHARD ARUM AND 
	SANDRA WAY 	257
Bibliography	290
Index	330

Search Start:  17:39:57
Search Finish: 17:39:57

URL: http://www.nlsinfo.org
Phone: (202) 691-7410
Fax: (202) 691-7425
NLS questions: usersvc@chrr.osu.edu