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Sociologists and anthropologists always have a sense of unease over what education is doing to society. Does education really make any difference? Or is it only reproducing inequality? And how can one know the answer? This chapter highlights some of the ways in which recent social theory can help us grapple with these questions. This chapter evaluates the notion that education leads to the reproduction of inequality in society, culture, and economy, and examines the roles played by structure and agency. It argues that a literal interpretation of the reproduction thesis is misleading, and suggests that a more nuanced understanding—with a more differentiated conceptual treatment—is needed. This author identifies the ways by which social theory can help illuminate the role of education in inequality, and discusses the views of Margaret Archer and Anthony Giddens who integrated systemic theorizing with the play of individual agency. In conclusion, the author suggests that we need a vision that encapsulates a wider view of the concrete roles, groups, and processes in society. Only then may one begin to address the question of whether education is making any difference at all.

Madeline initiated a fight against the Salvation Army, began to edit the new “Woman's Page” in the Sunday edition of the Herald, and started a crusade against tuberculosis, while continuing her support for the Civic League, Associated Charities, the Kentucky Federation of Women's Clubs, the burgeoning parks and playgrounds system, school suffrage, and education improvements. In spite of these activities, she and Desha maintained a very active social life, entertaining friends and relatives and attending teas, plays, and other events.

The Individuals with Disabilities Education Improvement Act’s (IDEA) free appropriate public education (FAPE) requirements compel school-based teams to develop Individualized Education Programs (IEPs) that meet the procedural and substantive requirements of the law. That is, IEP team members need a thorough understanding of the legal strictures that they must follow when developing a student’s IEP. This chapter examines how Curriculum-Based Measurement (CBM) can be used in developing, implementing, and monitoring students’ IEPs. It first considers the procedural and substantive aspects of IEP development. It then explains how CBM can be used when developing IEPs. It is argued that by using CBM as a basis to develop students’ IEPs, teachers and other members of the team can ensure that their IEPs are both educationally meaningful and legally sound. In fact, using CBM to develop students’ IEPs, monitor student progress, and react appropriately to the data, school-based teams will result in IEPs that are virtually legally unassailable.