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The Brown Legacy and the O’Connor Challenge:Transforming Schools in the Images of Children’s PotentialSTEPHEN W. RAUDENBUSH is the Lewis-Sebring Distinguished Service Professor in the Department of Sociology and chair of the Committee on Education at the University of Chicago, 1126 East 59th Street, SSR 418, Chicago, IL 60637; sraudenb{at}uchicago.edu. His research focuses on studying how social settings, such as schools, classrooms, and neighborhoods, affect children’s development. The gap between Blacks and Whites in educational outcomes has narrowed dramatically over the past 60 years, but progress stopped around 1990. The author reviews research suggesting that increasing the quantity and quality of schooling can play a powerful role in overcoming racial inequality. To achieve that goal, he reasons, our knowledge of best instructional practice should drive our conceptions of teachers’ work, teachers’ expertise, school leadership, and parent involvement. The research agenda supporting this paradigm connects developmental science to instructional practice and school organization and requires close collaboration between practitioners and researchers in a relentless commitment to provide superb educational opportunities to children whose future success depends most strongly on schooling.
Key Words: educational inequality • research on instruction • school effects
Educational Researcher, Vol. 38, No. 3,
169-180 (2009) 
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