# data[].attributes.body
We need to teach cognitive skills and habits of mind that will build brainpower.

# data[].attributes.body
The brain builds more effectively upon familiar contexts

# data[].attributes.body
In the Freire quote that starts the chapter he outlines two different purposes of education. Which are we adhering to when we use data like the MAP test to measure student progress? Why are we using this data to make school wide decisions?

# data[].attributes.body
Offering extension learning opportunities that focus on rote memorization will continue to expand the achievement and opportunity gap.

# data[].attributes.body
Janiya Brown Price

# data[].attributes.headline
CONFIRMED:  Culturally Responsive Teaching requires active participation from everyone (Teachers, Instructional coaches, and School Leaders.)

# data[].attributes.subject
CONFIRMED:  Culturally Responsive Teaching requires active participation from everyone (Teachers, Instructional coaches, and School Leaders.)

# data[].attributes.body
Lawrence Peterson

# data[].attributes.headline
CONFIRMED: "just increasing standards and instructional rigor will not reverse the achievement gap" (18)

# data[].attributes.subject
CONFIRMED: "just increasing standards and instructional rigor will not reverse the achievement gap" (18)

# data[].attributes.body
Miles Knox

# data[].attributes.headline
CONFIRMED: "Despite coming to a school that had high quality teachers and instruction, the gaps in their knowledge and skill by 5th grade were too great for them to be independent learners without intense focus and support."

# data[].attributes.subject
CONFIRMED: "Despite coming to a school that had high quality teachers and instruction, the gaps in their knowledge and skill by 5th grade were too great for them to be independent learners without intense focus and support."

# data[].attributes.body
Hammond reminds me that.....

# data[].attributes.body
I was confused by....

# data[].attributes.body
When Hammond says that, ".....