Categories

Category: High school

  • African American educators' perspectives on the advanced placement opportunity gap

    1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.

    This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses...

  • Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students

    1/1/07 - Wing, Jean

    This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority...

  • Earnings Gap Between College and High School Grads Reaches Highest Point in 48 Years

    2/11/14 - Yen, Hope

    The earnings gap between young adults with and without bachelor's degrees has stretched to its widest level in nearly half a century. It's a sign of the growing value of a college education despite rising tuition costs, according to an analysis of census data released Tuesday. Young adults with just a high-school diploma earned 62 percent of the typical salary of college graduates. That's down from 81 percent in 1965, the earliest year for which comparable data are available.

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    Educating English language learners at the high school level: A coherent approach to district- and school-level support

    1/3/09 - National High School Center,

    The development of state policy to promote academic achievement for ELLs is critical to improving educational outcomes and consistent with the goals of increasing high school graduation rates and meeting Adequate Yearly Progress under the No Child Left Behind (NCLB) Act. Recent research indicates that states have multiple opportunities to take the initiative in supporting school systems and schools in their efforts to keep ELLs on track to meet postsecondary success.

  • Empowerment Groups for Academic Success: An Innovative Approach to Prevent High School Failure for At-Risk, Urban African American Girls

    1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying, Siroskey-Sabdo, Linda A.

    Twenty-first-century urban schools face unique challenges in being culturally responsive and providing quality education to culturally diverse and low-income students. The academic achievement gap for low-income and ethnic youth poses the need for new and innovative interventions by educational institutions. School counselors are in a unique position in schools to assume leadership roles in reducing academic disparity. This article discusses the experience of urban youth identified as being...

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    Engaging the voices of students: a report on the 2007 and 2008 High School Survey of Student Engagement

    1/23/09 - Ethan Yazzie-Mintz

    "This report is designed to provide an overview of the data so that educators, researchers, practitioners, and policymakers, beyond the group of HSSSE participating schools, have access to the picture of student engagement generated by HSSSE and insight into the thoughts, beliefs, and perceptions of the 134,706 students from a variety of schools across the United States who participated in HSSSE 2007 and 2008. First, the report provides profiles of schools and respondents from HSSSE 2007 and...

  • High school students are all about computers but get little instruction in computer science

    4/23/14 - St. George, Donna

    Their lives swirl in technology, but the nation’s high school students spend little time studying the computer science that is the basis of it all. Few are taught to write lines of code, and few take classes that delve into the workings of the Internet or explain how to create an app. In a world that went digital long ago, computer science is not a staple of U.S. education, and some schools do not even offer a course on the subject, including 10 of 27 high schools in Virginia’s Fairfax...

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    Inquiry-Based Science: A Dynamic Approach to Developing 21st Century Skills

    11/11/13 - Hammerman, Elizabeth

    In the 2013 Next Generation Science Standards (NGSS), the term "inquiry" is included in the dimension called Practices. This broader term better specifies the range of cognitive, social, and physical practices that characterize what scientists use to investigate and build models and theories about the world. It emphasizes the expectation that students will engage in the practices of science rather than learning about them secondhand.

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    Research sheds light on the students most at risk of dropping out – and how to keep students on the “graduation track”

    1/5/09 - Education Commission of the States,

    This document by the Education Commission of the States, sheds light on the students most at risk of dropping out - and how to keep students on the “graduation track”; state policy approaches aimed at keeping students in school; indicators most closely associated with dropping out; and cost/benefit analysis of initiatives that improve graduation rates.

  • Restructuring High Schools for All Students :Tking inclusin to next level

    1/1/98 - Cheryl M. Jorgensen

    This book points out many of the principles that underlie school reform and restructuring by inclusive education.

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    The progress of education reform 2007: Dropout prevention

    1/5/10 - Education Commission of the States,

    While a common assumption is that students drop out of school because of their social background and school behaviors, the findings from these studies demonstrate that schools can exert important organizational effects on students’ decisions to drop out or stay in school. The research included here holds a number of implications for policy

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    Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion

    1/24/10 - National High School Center, National Center on Response to Intervention, and Center on Instruction

    Response to Intervention (RTI) is a potentially powerful framework for organizing, allocating, and evaluating educational resources to meet the instructional needs of all students and to prevent long-term school failure. Much of our knowledge of the components of RTI and their successful implementation is based on experiences in elementary schools. However, given the structural and organizational differences between elementary schools and high schools, this evidence has its limitations when...

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    Time and Attention in Urban High Schools: Lessons for School Systems

    1/20/10 - Stephen Frank

    "There is no disputing that for high school students to be college and career ready, they need adequate time to learn, and individualized attention to meet each student’s academic goals, learning styles, and social needs (Miles and Frank 2008). Over the past decade, Education Resource Strategies (ERS) has partnered with urban schools and districts to improve their use of people, time, and money in addressing students’ most pressing needs. Through this work, we have studied many...

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    Two New Studies Show Alarming Segregation in New Jersey Schools Which May Run Afoul of State Constitution

    10/11/13 - The Civil Rights Project

    The Civil Rights Project at UCLA and the Insititute on Education Law and Policy at Rutgers University-Newark today jointly released two reports finding that the racial and socioeconomic divide in New Jersy public education continues to grow unabated. While the CRP report documents the jump from 1989 to 2010 in quanitity of apartheid schools in New Jersey, the IELP study shows that extreme isolation of poor students of color is concentrated in mostly urban areas. Both studies are products of...

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