After the Bell
Family Background, Public Policy, and Educational Success. Edited by Dalton Conley and Karen M. Albright
Since the publication of the Coleman report in the United States many decades ago, it has been widely accepted that the evidence that schools are marginal in the grand scheme of academic achievement is conclusive. Despite this, educational policy across the world remains focused almost exclusively on schools. This volume focuses its searchlight on family background and its impact on educational success. That schools have an important role in education is beyond question, but this book demonstrates some of the crucial ways that nonschool factors matter covering such themes as: the impact of fathers on educational success, socioeconomic background and young children''s education, and school-community relationships. With contributions from such figures as Jeanne Brooks-Gunn, Doris Entwistle, and Richard Arum, this book is an important contribution to a debate that has implications across the board in social sciences and policymaking. It will be required reading for students and academics within sociology, economics and education and should also find a place on the bookshelves of education policymakers.