By Debbie Zorn
In the previous two blogs, I touched on some of the complexities of socioeconomic and racial disparities in educational outcomes that are continuing concerns for our community as well as the nation at large. Recent research that made it to my Inbox this month continues to inform our understanding of these complexities. One of, report published in Education Week relates research findings about the assets and outcomes of one specific group of students, Latino Kindergarteners. Another, a set of research articles released this month by Teachers College Record1, re-examines the relationship of the racial, ethnic, and socioeconomic (SES) composition of schools and classrooms on a variety of educational and life-trajectory outcomes.