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Category: Culturally and Linguistically Diverse
- 1/1/04 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of... - 1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU
This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies... - 1/1/04 - Kevin Welner, Equity Alliance at ASU
Special education in the United States is largely controlled by federal statutes (that is, laws). These statutes cover two related issues: the guarantee of a free and appropriate public education and anti-discrimination laws protecting students with disabilities. The laws governing special education and overrepresentation issues in particular, can be intimidating. Lost in the mishmash of federal and state laws and regulations, however, are some fairly basic rules. This practitioner brief... - 1/1/06 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special... - 1/1/10 - Southern Education Foundation,
"For the first time in history, public schools in the American South no longer enroll a majority of White students. African American, Latino, Asian-Pacific Islander, American Indian, and multi-racial children now constitute slightly more than half of all students attending public schools in the 15 states of the South. The Southern states have become the nation’s second region, following the West in 2003, where non-White students—students of color—now make up a majority of public... - 1/1/09 - Steven Nelson, Richard Greenough, Nicole Sage
The results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and... - Larke N. Huang , Girlyn Arganza
"This matrix of Asian American/Pacific Islander programs provides a snapshot of over 50 programs across the country focusing on AAPI youth development and prevention of high-risk behaviors. It captures the variation in emphases and populations, innovative strategies and collaborations, the wealth of materials, including culturally-based curriculum and evaluation instruments developed by these programs, and the sources of funding ranging from the conventional to the creative. Contact... - 1/1/06 - Cathy Kea, Gloria D. Campbell-Whatley, Heraldo V. Richards
This practitioner brief deals with designing teacher education programs (TEPs) that are mindful of student diversity. It applies to all teacher educators, teachers and parents. Despite the steadily increasing numbers of culturally and linguistically diverse student populations in schools, not all TEPs readily embrace multicultural education or culturally responsive teacher education pedagogy. In this brief, the authors demonstrate the need for rethinking current approaches to teacher... - Thurlow, M., Durán, R., Kato, K., Albus, D.
This report is a first look at the before- and after-school care, programs, and activities of language minority children based on the National Household Education Survey: 2001. It describes the characteristics of the children and their before- and after-school care, programs, and activities, and also examines the relationship of some of these to school grades and school problems, two important outcome variables. The report also looks for the first time at the group of language minority... - 1/1/09 - Pew Hispanic Center,
"This report takes an in-depth look at Hispanics who are ages 16 to 25, a phase of life when young people make choices that-for better and worse-set their path to adulthood. For this particular ethnic group, it is also a time when they navigate the intricate, often porous borders between the two cultures they inhabit-American and Latin American. The report explores the attitudes, values, social behaviors, family characteristics, economic well-being, educational attainment and labor force... - 1/1/07 - Koretz, D., Kim, Y.
In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across... - 1/1/07 - Pedro Noguera
Examines multiple issues around the achievement gap and how to affect it. - 1/1/09 - Kevin M. Gorey
"This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional... - 1/1/04 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in... - 1/1/07 - Diez, V.
This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts... - 1/1/10 - Mabel O. Rivera, David J. Francis, Magdalena Fernandez, Ani C. Moughamian, Julia Jergensen, Nonie K. Lesaux
"This document addresses questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency. Looking at key practices in schools with high populations of non-native speakers of English that have achieved exemplary academic success in their second, acquired language, this document details findings from 49 school principals on nine factors...
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