000			01667nab a2200289 4500
999			_c10989 _d10989
003			OSt
005			20201214102840.0
007			cr aa aaaaa
008			201214b ||||| |||| 00| 0 eng d
100			_aDaniel D. Liou, _934218
245			_aWhere Is the Real Reform? African American Students and Their School’s Expectations for Academic Performance
260			_bSage, _c2019.
300			_aVol 54, Issue 3, 2019(397-429 p.)
520			_aAlthough education reforms have been designed to improve academic achievement for all students, there may be intervening factors, such as teacher expectations, that interfere with the success of these initiatives. This ethnographic case study examined student and teacher perspectives on an urban high school reform, and how that reform was experienced within the classroom by African American students. Findings suggest that these African American students felt a strong sense of positive identity with their small school, despite racist public perceptions of it. Within the classroom, students continued to face persistent low academic expectations despite the school’s pursuits of equity
650			_aecology of education, _934219
650			_arace and ethnicity, _930207
650			_aschool reform, _934220
650			_aschool expectancy theory, _934221
650			_a self-fulfilling prophecy, _933457
650			_a small schools, _932451
650			_a teacher belief, _933418
650			_a urban education _934222
700			_aRotheram-Fuller, Erin _934223
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085915623340
942			_2ddc _cART