The Achievement Gap Initiative


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This scholar is one of a number of scholars at Harvard and other leading universities whose research focuses on the nation's achievement gaps. These scholars represent a cross section of academic disciplines--Education, Economics, Public and Social Policy, Sociology and Law. They represent the broad base of research and knowledge necessary to understanding the complex issues contributing to Achievement Gaps.

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Dodie Norton, Samuel Deutsch Professor School of Social Service Administration The University of Chicago

University of Chicago

Scholar's website

Dolores G. Norton is the Samuel Deutsch Professor in the School of Social Service Administration at the University of Chicago. Her special interests include early child development and culture, human development and diversity, early linguistic interaction and temporal development related to school achievement, and family support practice and programs.  Professor Norton publishes on early linguistic development and school achievement; diversity, temporal development in children, and black family life patterns.  Her 20 year longitudinal research, Children at Risk: The Infant and Child Development Project", investigates patterns of parent/child interaction related to developmental outcomes, especially school achievement, of high-risk inner city African-American children and their families. She has helped to shape effective supports for children through her work with the California Department of Education, and the U. S. Administration for Children, Youth & Families’ Advisory Board on Early Head Start.  She is a member of the Center for Early Childhood Research, the Advisory Board for the Urban Teacher Education Program at the University of Chicago; the Bryn Mawr College Graduate School of Social Work and Social Research; the Revere Community School; and on the Boards of Directors of Zero to Three, and the Ariel Education Initiative.

Papers on the AGI website:

Video presentations on the AGI website:

June 2007

Preschool Parent-Child Language Functions and Early School Literacy