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Category: EDUCATION

  • Smooth and rough roads to academic achievement: Retention and race/class disparities in high school

    1/1/06 - Moller, Stephanie, Stearns, Elizabeth, Blau, Judith R., Land, Kenneth C.

    Educational and psychological researchers have long debated the relationship between retention and achievement. However, quantitative research on achievement trajectories has neglected this important variable. Given that retention policies are being institutionalized in schools, it is important to understand the relationship between retention and achievement trajectories. We examine the National Education Longitudinal Study, 1988-1992 to determine if reading and mathematical achievement...

  • Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    1/1/02 - Becker, Bronwyn E., Luthar, Suniya S.

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various...

  • Special Education and the Achievement Gap

    1/1/05 - Harper, Frederick D. ed

    A special section on special education and the achievement gap is provided. Articles discuss African-American student representation in special education programs, increasing positive outcomes for African-American males in special education with the use of guided notes, a case study of the experiences of an African-American male learning mathematics in the traditional and online classroom, and testing, school reform, the No Child Left Behind Act, and implications for students of color in...

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    Standards for Preschool Children's Learning and Development: Who has standards, how were they developed, and how are they used?

    1/19/09 - Catherine Scott-Little, Sharon Lynn Kagan, Victoria Stebbins Frelow

    "This study was prompted by the absence of a national report or comprehensive source of data delineating how individual states are responding to the need for early learning standards. SERVE, a Regional Educational Laboratory funded by the U.S. Department of Education, Institute for Education Sciences (formerly the Office of Educational Research and Improvement), has partnered with Dr. Sharon Lynn Kagan of Teachers College, Columbia University and Yale University to conduct a national study...

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    State Complaints: Summary of How States Apply the Exceptional Circumstances Extension

    1/23/10 - Regional Resource Center Program,

    "The brief publication is provided to assist states in making decisions about when to extend timelines for state complaints. This document is not intended to provide official guidance, but is a tool to prompt further state discussion."

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    Statistical Power Analysis in Education Research

    1/28/10 - Larry V. Hedges , Christopher Rhoads

    This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this...

  • Stemming Racial and Ethnic Disparities in the Rising Tide of Obesity

    1/1/03 - Hawks, Steven R., Madanat, Hala N.

    A comprehensive population model for eliminating racial and ethnic disparities in obesity is presented. The model calls for a balance between downstream interventions, which emphasize the individual; midstream interventions, which have a community orientation; and upstream interventions, which address health problems at the broadest population level. These interventions should have well-defined objectives, clear theoretical foundations, and culturally appropriate methodologies. It is...

  • Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in "Integrated" Suburbs

    1/1/06 - Diamond, John B.

    Recent research examines the Black/White achievement gap in integrated, affluent suburban schools. This gap is particularly vexing more than 50 years after the Brown v. Board of Education (1954) decision emphasized creating educational equity through school desegregation. Drawing on a case study of one suburban school district, this article details the structural, institutional, and symbolic inequalities that characterize such settings and contribute to educational inequality. The case...

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    Strengthening Partnerships and Building Public Will for Out-of-School Time Programs

    1/30/10 - National League of Cities Institute for Youth, Education, and Families,

    "City officials are well positioned to support the development of strong partnerships with key sectors of the community to increase the number and quality of out-of-school time programs. This guide highlights three key strategies that mayors and other city leaders can use to promote partnerships and build public will in support of out-of-school time programs: Engage and involve a broad set of partners to take full advantage of all community resources; Keep out-of-school time on the public...

  • Structural Inequities and the Achievement Gap in Urban Schools

    1/1/04 - Talbert-Johnson, Carolyn

    The achievement gap between African-American students and their peers in urban schools can only be eliminated through policies that offer equal access to well-qualified competent instructors. There is a need for culturally responsive teachers that are more aware of the academic and behavioral requirements of students in urban settings. A transformation of practices in teacher education programs is needed to make these programs places where preservice candidates learn to adopt pedagogies that...

  • Student Achievement in High Performing, Suburban Middle Schools and Low Performing, Urban Middle Schools: Plausible Explanations for the Differences

    1/1/04 - Brown, Kathleen M., Anfara, Vincent A., Jr., Roney, Kathleen

    A study examined explanations for differences in student achievement between high-performing suburban and low-performing urban middle schools. Data were obtained from 12 teachers in six high-performing and 12 teachers in six low-performing public middle schools in Philadelphia, Pennsylvania. Apart from a great disparity in socioeconomic status, funding, and test scores, findings revealed sharp contrasts between the two types of schools in relation to the managerial, technical, and...

  • Student Background and Student Achievement: What Is the Right Question?

    1/1/05 - Heyneman, Stephen P.

    For half a century there have been reports that children of the poor or of some ethnic minorities on average perform worse in school. Some have suggested that these findings demonstrate a failing of education to reduce gaps in adult income and differences in adult socioeconomic status. This article reviews the research internationally and concludes that the debate is outdated. School children in the United States make up only 2 percent of the world's school children. When considering this...

  • Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

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    Suspended Education: Urban Middle Schools in Crisis

    1/15/10 - Losen, Daniel J. and Skiba, Russell J.

    Since the early 1970s, out-of-school suspension rates have escalated dramatically. In part, the higher use of out-of-school suspension reflects the growth of policies such as “zero tolerance,” an approach to school discipline that imposes removal from school for a broad array of school code violations - from violent behavior to truancy and dress code violations. In order to better understand the issues of efficacy and fairness in the use of out-of-school suspension, we first must answer...

  • Taking Action: What We Can Do to Address the Civic Achievement Gap

    1/1/09
  • Tapping Students' Cultural Funds of Knowledge to Address the Achievement Gap

    1/1/07 - Risko, Victoria J., Walker-Dalhouse, Doris

    The writers discuss cultural modeling as a way to design culturally responsive instruction and address the achievement gap. Drawing on research, they describe and present a rationale for cultural modeling. They then provide suggestions for preparing to teach using a cultural modeling framework and teaching with cultural modeling.

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