The link to this article from Time showed up in a Teach for America school leadership newsletter I get. The following line is most interesting: What the study shows, Ellison and Swanson suggest, is that a school’s expectations and environment matter even for students who arrive with every advantage. The article reminded me of the "Harvard Test of Inflected Acquisition", where several teachers were informed of students who were "ready to bloom", even though the students were not floral in any appreciable way. Turns out expectations matter- a lot.
Time's article:
http://ideas.time.com/2012/09/06/what-distinguishes-a-superschool-from-the-rest/
And the Harvard study, via NPR:
http://m.npr.org/story/161159263
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