LEADER 03713oam 2200757I 450 001 9910974852803321 005 20251116175009.0 010 $a1-58729-603-9 010 $a1-134-39308-3 010 $a0-429-22927-5 010 $a0-203-35399-4 010 $a1-280-40282-2 010 $a9786610402823 010 $a0-203-18043-7 024 7 $a10.4324/9780203180433 035 $a(CKB)1000000000247622 035 $a(EBL)178196 035 $a(OCoLC)475881307 035 $a(SSID)ssj0000356401 035 $a(PQKBManifestationID)11277633 035 $a(PQKBTitleCode)TC0000356401 035 $a(PQKBWorkID)10350248 035 $a(PQKB)11684720 035 $a(Au-PeEL)EBL178196 035 $a(CaPaEBR)ebr10165950 035 $a(OCoLC)1000435166 035 $a(Au-PeEL)EBL5121775 035 $a(CaONFJC)MIL40282 035 $a(OCoLC)1027140782 035 $a(MiAaPQ)EBC178196 035 $a(MiAaPQ)EBC5121775 035 $a(EXLCZ)991000000000247622 100 $a20180331d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aAfter the bell $efamily background, public policy, and educational success /$f[edited by] Dalton Coley [i.e. Conley] and Karen Albright 205 $a2nd ed. 210 1$aLondon ;$aNew York :$cRoutledge,$d2004. 215 $a1 online resource (348 p.) 225 1 $aRoutledge advances in sociology ;$v12 300 $aDescription based upon print version of record. 311 08$a0-415-64576-X 311 08$a0-415-30896-8 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Contents; List of contributors; Introduction: American educational policy in historical perspective; The case for family background; How do parents matter? Income, interactions, and intervention during early childhood; Family background, education determination, and policy implications: some selected aspects from various countries; Young children's achievement in school and socio-economic background; Exploring family effects; Macro causes, micro effects: linking public policy, family structure, and educational outcomes 327 $aFathers: an overlooked resource for children's educational successIntergenerational assets and the black/white test score gap; Family backgrounds, schooling, and the labor market; Teenage employment and high school completion; School community relationships and the early labor market outcomes of sub-baccalaureate students; Bibliography; Index 330 $aSince the publication of the Coleman report in the US many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools.With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle and Richard Arum this book is an important contribution to a debate that has implications across the board in social sciences and policy-making. It will be required reading for students and academics within sociology, eco 410 0$aRoutledge advances in sociology ;$v12. 606 $aHome and school 606 $aCommunity and school 606 $aEducational sociology 615 0$aHome and school. 615 0$aCommunity and school. 615 0$aEducational sociology. 676 $a371.19/2 701 $aConley$b Dalton$f1969-$01248989 701 $aAlbright$b Karen$f1973-$01878632 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910974852803321 996 $aAfter the bell$94491431 997 $aUNINA