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Ronald Ferguson

Ronald Ferguson

faculty director, Achievement Gap Initiative, Harvard

Ronald Ferguson is faculty director of the Achievement Gap Initiative at Harvard University. His book, Toward Excellence with Equity, advocates for a social movement focused both on raising achievement and narrowing gaps. Ferguson is also a contributor to the Waldfogel volume and will present findings from the Achievement Gap Initiative Conference report of June 2008.

Yes We Can: Closing the Achievement Gaps

The authors of three recent books address how closing racial achievement gaps is indeed possible.

Longer Days in Better Schools

Christopher Gabrieli

December 11, 2008

In this forum, leaders in the Expanded Learning movement describe their work and discuss the progress they are making.

Teaching Standard English in Urban Classrooms

Rebecca Wheeler

November 20, 2007

Rebecca Wheeler details how teachers can build on students' existing knowledge of everyday English, as a springboard to new knowledge: professional English. Typically, when students write "My goldfish name is Scaley" or "Mama walk to the store," teachers correct student grammar.

Military Models for Adolescent Education

Hugh Price argues that the military has insights of great importance for helping low achieving and disengaged adolescents to succeed academically and in life more generally. Ronald Ferguson, Kennedy School of Government lecturer in public policy, moderates.

Influencing Ways that Parents Raise Children

Paul Tough addresses the role of parenting in the achievement gap; whether parenting can change; who can help; and the nature of efforts to influence parenting practices.

Does Parenting Contribute to Achievement Gaps?

Ronald Ferguson

November 21, 2006

Ronald Ferguson and Jelani Mandara address evidence concerning ways that parenting practices may contribute to black-white achievement gaps. The achievement gaps among children of college educated parents receives special emphasis.

There are currently no books associated with this speaker.

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