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ACT & UNCF. (2015). The condition of college and career readiness 2015: African American students.

Allen, H. L. Interviewed by Rhea Ramjohn. John Joseph Moakley Oral History Project OH-042. 28 February 2005. Transcript and audio available. John Joseph Moakley Archive and Institute, Suffolk University, Boston, MA.

Aronson, B. & Laughter, J. (2015). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163-206.

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Bryk, A. S., Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2010). Organizing schools for improvement: Lessons from Chicago (First Edition). Chicago, IL: University of Chicago Press.

Cherng, H. (2017). If they think I can: Teacher bias and youth of color expectations and achievement. Social Science Research, 66, 170-186.

Childress, S., Elmore, R., Grossman, A.S., & Kind, C. (2011). Note on the PELP Coherence Framework. Cambridge, MA: Public Education Leadership Project at Harvard University. Chester, M. D. (2014). Building on 20 years of Massachusetts education reform. Malden, MA.

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Crowley, R. M., & Smith, W. (2015). Whiteness and social studies teacher education: Tensions in the pedagogical task. Teaching Education, 26(2), 160-178.

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Ferguson, R., Stellar, A., Schools, B. C. P., & Morganton, N. C. (2010). Toward excellence with equity: An emerging vision for closing the achievement gap. Evidence-based Practice Articles, 56.

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Appendix

Qualitative data was collected by four highly trained researchers. NYU Metro Center worked with BPS to identify four case study schools, and one researcher was assigned to each of the selected schools.

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Previous Sections

Executive Summary

Our report provides a primarily qualitative analysis of fidelity and quality of support for student learning in the implementation of the EFA initiative in 16 Boston Public Schools serving 4-6th grade students.

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Introduction

Excellence for All (EFA) is a Boston Public School (BPS) district initiative to address the need for equitable access and opportunity for student learning.

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Theoretical Frameworks and Literature Review

We root our data collection, analysis, and findings in theories on de-tracking, implementation of major educational reforms, and Critical Race Theory.

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Methods

This evaluation was designed to examine the facilitators and barriers of EFA implementation. As such, we relied heavily on qualitative methods.

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Findings

Key findings presented in this section emerged from our analysis of individual and focus group interviews. Findings are presented thematically in two sections we label as highlights and challenges.

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Discussion

Already desiring more rigorous curriculum and pedagogy for all students, EFA gave schools the additional resources needed to turn this vision into a reality.

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Recommendations

These recommendations support ways EFA can best serve BPS students through a culturally responsive and sustaining lens.

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Conclusion

This report outlines clear guidelines to improve EFA implementation across sites as well as target efforts to meet the needs of historically marginalized students.

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