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Abstract

This article examines the history, development, and issues of urban education in the United States. In an effort to address persistent educational inequalities and better support youth placed at risk because of existing disparities, this article connects interdisciplinary literature and illuminates the plight of high-poverty, public schools in urban settings. The author issues a call for collective action for social justice and educational equity.

ref_nyarj2015010104.pdf (414 kB)
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