LAUSR

We have a fundamental problem in our society. Inequality is at an all-time high. The stubborn roots of inequality continue to entrench historically disadvantaged groups at the bottom of the ladder of educational achievement in the United States. Social divisions, especially racism, Islamophobia, anti-LGBTQ (lesbian, gay, bisexual, trangender, queer) sentiments, misogyny, and gender inequality, have run rampant in the United States. The 2016 presidential election season has pulled the scab off a festering sore, one that is deeply rooted in White supremacy, patriarchy, homophobia, class anxiety, intergroup prejudices and utter disregard for one another. These are challenging times for our society. How did we get here? What created this nearly unbearable context of gross disparity and severe discontent with our neighbors and our fellow citizens? I realize that I am engaging this evening with an audience of scholars and researchers who, in many respects, will know much more than I about these vexing social problems. Still, allow me to share a few thoughts generated by my own research over the last 2 decades. Throughout my research, I have investigated how inequality is reproduced within schools and about what we can do to close the opportunity gaps that affront youth within their schools and communities. Closing the achievement gap has become an American mantra over the past years, as federal and state policies have sought to reduce unequal educational outcomes largely by setting targets and sanctions based on student test scores. Despite some progress since 1990, academic disparities between affluent and low-income students in the United States remain persistent and significant. A strong preoccupation with the measurement of achievement under the 2002 No Child Left Behind (NCLB) law led to a mountain of unintended consequences; and by many accounts, NCLB produced either modest or underwhelming results, depending on how you view