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Category: EDUCATION

  • Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

    1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

    Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

  • Addressing the Achievement Gap Between Minority and Nonminority Children: Increasing Access and Achievement Through Project EXCITE

    1/1/06 - Olszewski-Kubilius, Paula

    Part of a special issue on underrepresented populations. The writer discusses Project Excite, which was developed with the aim of raising the achievement of gifted minority students in a large suburban school district of Chicago so that they could qualify for advanced programs and accelerated tracks in high school in math and science. After having discussed the elements of the project, she presents findings on the extent to which the project increased both minority student access to advanced...

  • Addressing the Achievement Gap through Art

    1/1/08 - Simanski, Claire

    An effort must be made to close the achievement gap. This effort should involve addressing social, disciplinary, and cultural challenges. Art has a role to play in this regard.

  • Advocacy--Professional School Counselors Closing the Achievement Gap Through Empowerment: A Response to Hipolito-Delgado and Lee

    1/1/07 - Mitcham-Smith, Michelle

    A commentary on an article by Hipolito-Delgado and Lee that appeared in this issue of Professional School Counseling is provided. In the article, Hipolito-Delgado and Lee proposed that school counselors draw on empowerment theory to help marginalized and oppressed students. The writer discusses the potential of this empowerment framework for developing a multicultural, comprehensive school counseling program.

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    AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

    1/23/10 - Laura J. Kotloff

    "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

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    Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007-08

    1/31/10 - Priscilla Rouse Carver, Laurie Lewis

    "This First Look report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or an entity other than the district. The study includes information...

  • An Analysis of the Performance Gap Between American Indian and Anglo Students in the New York State Fourth and Eighth Grade Mathematics Assessments

    1/1/05 - Marchand, Richard, Pickreign, Jamar, Howard, Keary

    This study explores differences in mathematics assessment results between American Indian students in Western New York and their Anglo peers. The sample consisted of 2,256 fourth grade students (Native=323 Anglo=1933) and 2,475 eighth grade students (Native=353 Anglo=2122). Scores from New York State's Fourth and Eighth Grade Math Assessments were examined to identify areas of mathematics that contribute to the gap in performance. Analysis of scores indicated that 58[percent] of Native...

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    A study investigated the effect of ethnicity and socioeconomic status on the mathematics scores of third-grade students. Data were obtained from 687 students in an affluent city school district in North Carolina. Findings suggested that ethnicity and socioeconomic status had a significant effect on third-grade students' mathematics scores. Moreover, findings indicated that strong social forces sustained the achievement gap between African-American and white students, even when affluent...

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie

    Abstract. There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School

    1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.

    Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...

  • Analyzing the Minority Gap in Achievement Scores: Issues for States and Federal Government

    1/1/03 - Miller, G. Edward

    The No Child Left Behind Act of 2001 requires that states demonstrate a reduction in the test score minority gap over time but does not specify what methodology states must use to demonstrate this. The Act also requires that a measure of Adequate Yearly Progress be established by each state expressed in terms of the percent of students who achieve a level of "proficiency" on the state examination. While the most common methods used by states for analyzing the minority gap in test scores over...

  • Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students

    1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

    Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

  • At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

    1/1/03 - Ikpa, V. W.
  • At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

    1/1/03 - Ipka, V. W.

    Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

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    Autism Spectrum Disorders: Diagnosis, Prevalence, and Services for Children and Families

    1/5/10 - Catherine Lord, Somer L. Bishop

    "Recent prevalence rates for autism spectrum disorders (ASDs) are now estimated at about 1 in 110 children in the U.S. Increases in public awareness and research funding in response to the growing numbers of children and adults with this disorder have led to numerous important scientific advances over the last several years. Nevertheless, because ASD remains a diagnosis that is defined completely on the basis of behavior, diagnostic assessment is both complex and expensive. Appropriate...

  • Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    1/1/09 - Turney, Kristin, Kao, Grace

    Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to...

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