Rac(e)ing to Class provides educators with a crucial understanding of how to teach students who live in poverty, particularly students of color. Building on established literature, new research, and a number of revelatory case studies, H. Richard Milner IV casts essential light on the experiences of students living in poverty, while pointing to educational strategies that are shaped with their unique circumstances in mind. He proposes effective practices for school leaders and teachers who are committed to creating the best educational opportunities for these students. "Milner makes a convincing case that teachers need a deeper understanding of the intersections of race and poverty so that they can better counter the out-of-school factors that hinder student learning." -- Mary Pattillo, Harold Washington Professor of Sociology and African American Studies, Northwestern University "The kind of education and teacher education that Milner proposes is the only way that we will be able to provide a high-quality public education to every child in the united states." -- Ken Zeichner, Boeing Professor of Teacher Education, University of Washington, Seattle " Rac(e)ing to Class is honest, provocative, and compelling--a call to action, an invitation to talk, for parents, community members, students, teachers, and preservice educators." -- Michelle Fine, Distinguished Professor of Psychology and Urban Education, The Graduate Center, The City University of New York "Classroom teachers, principals, and school leaders must read this book; it provides an illuminating model and framework for educators that vividly challenge us to reenvision what we think and do about poverty, race, and achievement in classrooms across the United States.

" -- Terry Harris, coordinator, Department of Educational Equity and Diversity, Rockwood School District, St. Louis, Missouri "In this comprehensive and timely text, Milner takes head-on the issue of how poverty impacts education, and details why understanding and ameliorating the effects of poverty on education is a moral imperative." -- Na'ilah Suad Nasir, Birgeneau Chair in Educational Disparities, Graduate School of Education, and H. Michael and Jeanne Williams Chair of African American Studies, University of California, Berkeley H. RICHARD MILNER IV is the Helen Faison Professor of Urban Education and director of the Center for Urban Education at the University of Pittsburgh School of Education. TYRONE C. HOWARD is a professor of education at the University of California, Los Angeles.