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5. "Failure of U.S. Public Secondary Schools in Mathematics" [Marder
(2012)] at <http://bit.ly/KPitWM> (scroll down);
*Marder, M. 2012. "Failure of U.S. Public Secondary Schools in
Mathematics," Journal of Scholarship and Practice 9(1): 8-25; the entire
issue is online as a 2.7 MB pdf at <http://bit.ly/KPitWM>, scroll down to
page 8. Marder wrote: "The collection of nationwide data do point to a
primary cause of school failure, but it is poverty, not teacher quality. As
the concentration of low-income children increases in a school, the
challenges to teachers and administrators increase so that ultimately the
educational quality of the school suffers. Challenges include students
moving from one school to another within the school year, frequency of
illness, lack of stable supportive homes with quiet places to study,
concentration of students who are angry or disobedient, probability of
students disappearing from school altogether, and difficulty of attracting
and retaining strong teachers. Most people who see the connection between
poverty and educational outcomes are confident that low-income students in
a sufficiently supportive environment will learn as much in a school year
as students in well-off communities."