Achievement outcomes for U.S. children are overwhelmingly unequal along racial, ethnic, and class lines. Whether and how schools contribute to educational inequality, however, has long been the subject of debate. This article traces the debate to the Coleman Report’s publication in 1966, describing the report’s production and impact on educational research. The article then considers the field’s major findings—that schools equalize along class lines but likely stratify along racial and ethnic lines—in light of current policy debates.
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