Categories

Category: Schools

  • pdf

    Chicago Public Schools

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    Chicago Public Schools plans to be the premier urban school district in the country by providing all their students and their families with high quality instruction, outstanding academic programs, and comprehensive student development supports to prepare them for the challenges of the world of tomorrow.

  • pdf

    Clark County Public Schools

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    This publication is a review of policy, practices, systemic infrastructure, and improvement with Clark County Public Schools.

  • pdf

    Denver Public Schools

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    This publication is a review of policy, practices, systemic infrastructure, and improvement with Denver Public Schools.

  • pdf

    Hacienda La Puente Public Schools

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    This publication is a review of policy, practices, systemic infrastructure, and improvement with Hacienda La Puente Public Schools.

  • pdf

    Miami-Dade Public Schools

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    This publication is a review of policy, practices, systemic infrastructure, and improvement with Miami-Dade Public Schools.

  • pdf

    New York City Schools, District 75

    1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

    This publication is a review of policy, practices, systemic infrastructure, and improvement with NYC Schools.

  • pdf

    A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act

    1/2/10 - U.S. Department of Education,

    "This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...

  • A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope

    1/1/06 - Taylor, Edward

    Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and...

  • A different view of the IQ-achievement gap

    1/1/76 - Gordon, Margaret T.

    Investigated the relationship between children's IQ and scholastic achievement scores and race, occupational attainment, and social mobility of their parents. The IQ and achievement test scores of 1,102 Chicago area 5th and 6th graders--Black and White, middle- and working-class--were aggregated into 7 cohorts of approximately equal IQ scores. Within these cohorts differences in achievement emerged which could not be attributed to race- or class-linked intellectual discrepancies. Among Ss...

  • Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

    1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

    In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

  • 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...

  • 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...

  • 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...

  • pdf

    Building Inclusive Schools Webinar

    1/13/10 - Equity Alliance at ASU,

    The focus of this webinar is Building Inclusive Schools and provides activities and tools to use in your school to engage others in creating environments where all students belong, are included, and are empowered.

  • Burden of acting neither White nor Black: Asian American identities and achievement in urban schools

    1/1/06 - Lew, Jamie

    Ogbu's theory of "burden of acting white" has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu's theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students' academic aspirations and...

  • California's Transitional Kindergarten Program: Report on the First Year of Implementation

    4/23/14

    In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the date by which children must turn 5 to enter kindergarten from December 2 to September 1, phasing in the new age requirement by moving the cutoff date back one month per year for three years, beginning in fall of 2012. S.B. 1381 also established a new grade level - transitional kindergarten (TK) - which is the first year of a two-year kindergarten experience for students born between...

(88 Results) Page:  1 2 3 4 5 6

Log In | Privacy Policy | Contact Us