Abstract
Click to increase image sizeClick to decrease image size Acknowledgments Kathryn M. Neckerman. Schools Betrayed: Roots of Failure in Inner-City Education. Chicago: University of Chicago Press, 2007. Notes 1. For example, see Pamela Bolotin Joseph and Gail E. Burnaford, eds. (2001). 2. For a discussion of different perspectives on the 1968 New York City teachers’ strike, see Daniel H. Perlstein (2004) Perlstein, D. H. 2004. Justice, justice: School politics and the eclipse of liberalism, New York: Peter Lang. [Google Scholar]. 3. For examples of recent social history using Integrated Public Use Microdata Sample data from historians known for quantitative social history, see Michael B. Katz and Mark J. Stern (2008) and John L. Rury (2004) Rury, J. L. 2004. Social capital and secondary schooling: Interurban differences in American teenage enrollment rates in 1950. American Journal of Education, 110: 293–320. [Crossref], [Web of Science ®] , [Google Scholar]. 4. For the classic argument about minimalist design to emphasize the data, see Edward R. Tufte (1983) Tufte, E. R. 1983. The visual display of quantitative information, Cheshire, CT: Graphics. [Crossref] , [Google Scholar].
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