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This book project started with the premise that public education is central to solving many national and global challenges and that scientific research should inform educational policy decisions. Rapid social changes induced by a knowledge-based economy, globalization, immigration, and technological advances make many of the current school reform efforts outdated and ineffective to meet tomorrow’s societal needs. The nation’s public education system is responsible for the full development of all children’s potential, and this serves to create effective and sustainable responses to global challenges for humanity in the digital age. There are growing concerns that the United States has veered away from its ideal as the land of opportunity, where public education is the engine of economic growth and social mobility.
In spite of the many advances in theory and methodology for educational research, the increasingly narrow specialization and politicization of research within the field has resulted in an unintended consequence: parochialism of ideas and fragmentation of the data/knowledge base. In particular, solving complex issues such as the achievement gap problem requires interdisciplinary approaches. Furthermore, the phenomenon of the achievement gap has become global, so that international comparative lenses can give new insights into American education issues. One of my motivations for writing this book was not only improving American education policy about achievement gap issues but also drawing cross-cultural implications for the debate about educational policy in both Western and Eastern countries. My own international background and education experiences also provided the impetus for comparative research.
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