Category » Equity

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  A checklist for improving your annual performance report for indicator 13

  1/1/07 - National Secondary Transition Technical Asssistance Center,

  The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13.

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  A collective responsibility, a collective work: Supporting the path to positive life outcomes for youth in economically distressed communities

  1/1/08 - Tsoi-A-Fatt, R.

  This paper presents a picture of risk and challenge for youth in distressed communities and outlines how these communities can band together to create a continuum of supportive activities to bolster youth’s success in school and life.

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  A plan for success: Communities of color define policy priorities for high school reform

  1/1/07 - Campaign for High School Equity,

  This is the Campaign for High School Equity’s inaugural publication. It “makes a compelling case for the need to invest in high schools and provides a blueprint for meaningful reform.” Its recommendations include a call to: (a) make all students proficient and prepared for college and work; (b) hold high schools accountable for student success; (c) redesign the American high school; (d) provide students with the excellent leaders and teachers they need to succeed; and (e) provide...

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  A postive future for black boys: Building the movement

  1/1/06 - Sen, R.

  National education leaders concerned with the plight of Black Boys in public education convened at the Alex Haley Farm in Clinton, Tennessee in May of 2005 to explore the question: “What would it take to build a movement for Black boys and their education?” The conclusions from this important summit are contained in this latest report in The Schott Foundation series entitled: A Positive Future for Black Boys.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/1/09 - Elizabeth Kozleski, Amanda Sullivan

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Wisconsin

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  Accounting for resource use at the school-level and below: The missing link in education administration and policy making

  1/1/09 - Dwight Denison, Leanna Stiefel, William Hartman, Michele Moser Deegan

  "In this paper, we analyze the challenges involved in establishing a system to track costs at the school, grade, and subject level that will fit the needs of both internal and external users. To begin, we review the literature on cost accounting that is relevant to micro-level costs and the research that analyzes sub-district level resources. Next, we describe general challenges that arise in reporting at the level of the school and below and we then discuss school-level reporting in...

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  Achievement gap patterns of grade 8 American Indian and Alaska Native students in reading and math

  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...

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  Achievement Gaps Between Female and Male Latino Students

  1/1/08 - Julio Cammarota

  Throughout the 1990’s, I documented the education, work and family experiences of Latino youth in California (see my book, Suenos Americanos). My intention was to understand how young Latinos might achieve some success (i.e. educational achievement or decent employment) in a hostile political and economic environment. The most surprising finding of my research was that Latina females fared much better than Latino males, sometimes within the same family.

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  Achievement trap: How America is failing millions of high-achieving students from lower-income families

  1/1/07 - Wyner, J., Bridgeland, J., Diulio, J.

  This report discusses new and original research on this extraordinary population of students. Our findings come from three federal databases that during the past 20 years have tracked students in elementary and high school, college, and graduate school. The following principal findings about high-achieving lower-income students are important for policymakers, educators, business leaders, the media, and civic leaders to understand and explore as schools, communities, states, and the nation...

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  Addressing Achievement Gaps-School Finance and the Achievement Gap: Funding Programs That Work

  1/1/08 - ETS Policy Information Center,

  American education reformers have spent decades redesigning schoolfunding formulas, devising programs, and upgrading tests and curricula, all in pursuit of a noble goal: ensuring that all children, regardless of their race, ethnicity, or wealth, get a public education that will help them succeed in school and in life.

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  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/1/04 - Alfredo Artiles, Beth Harry

  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...

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  America’s perfect storm: Three forces changing our nation’s future

  1/1/07 - Kirsch, I., Braun, H., Yamamoto, K., Sum, A.

  This report “looks at the convergence of three powerful sociological and economical forces that are changing our nation's future: (a) substantial disparities in skill levels (reading and math); (b) seismic economic changes (widening wage gaps); and (c) sweeping demographic changes (less education, lower skills). (The authors show that) there is little chance that economic opportunities will improve among key segments of our population if we follow our current path. To date, educational...

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  Another Inclusion Effort: Education for Social Justice for Students with Disabilities

  1/1/08 - Carole Edelsky

  Students with disabilities have a right to a high quality education, an education that goes beyond a focus on skills and instead sets its sights on loftier goals (promoting equity), more ethical dispositions (e.g., a concern for fairness), and more elusive but critical habits of mind (e.g., engaging with inquiry). All students deserve such an education, and students with disabilities are no exception. What does such an education look like? What is the teacher doing? And what is the principal...