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Category: Students

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    Addressing Bullying and Harassment Matters

    1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

    Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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

    1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

    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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    Addressing Discrimination in School Matters

    1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU

    "Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...

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    Distinguishing Difference from Disability: The Common Causes of Racial/Ethnic Disproportionality in Special Education

    1/27/10 - Fergus, Edward

    This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...

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    Language (Policy) Matters!

    1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU

    Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn. Language (Policy) Matters! includes information and resources about: * School policies and practices that support language access * Research on best practices for students who are English...

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    Understanding English Language Learners' Needs and the Language Acquisition Process

    1/10/09 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU

    This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of...

  • "They might need a little extra hand, you know": Latino students in at-risk programs

    1/1/08 - Fairbrother, Anne

    This is a qualitative study in a school district in a large city in the Southwest in response to the research question, "What are staff and student expectations for, and assessment of, three 'at-risk' programs in this large school district?" Four thematic findings from observations and interviews in four classes in two high school alternative programs and one alternative high school over one semester are reported, concerning (a) commitment to the programs, (b) labeling of students, (c...

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    A Billion Dollar Boost for Child Care and Early Learning

    1/14/14 - Matthews, Hannah

    Yet, in a very tight budget, early childhood programs made some incredible headway. The sequestration cuts to both Head Start and child care were reversed and additional funding was made available for both programs. Overall, new child care and early education investments total $1.4 billion.

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    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 Focused Look at Schools Receiving School Improvement Grants that Have Percentages of English Language Learner Students

    4/1/14

    Numbering nearly 5 million during the 2010-11 school year, English language learners (ELLs) are a diverse and growing group of K-12 students whose varied linguistic, economic, and cultural backgrounds present unique needs and assets for the school community. Nationwide, the number of ELLs in the United States has increased by more than 10 percent in the past decade, although growth rates and percentages differ across states.

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    A summary of research on the effects of test accommodations: 2002 through 2004

    1/3/09 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.

    The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...

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    Access to Pre-K education under the McKinney-Vento Homeless Assistance Act

    1/31/10 - Education Law Center,

    "Under federal law, states are required to ensure that homeless children have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths. This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize...

  • Achieving Educational Equality Through Curriculum Desegregation

    1/1/90 - Gay, Geneva

    Deals with how to school curricula should be reformed to equalize educational opportunities for culturally different students in the U.S. Emergence of a dual system of access to knowledge and accountability for performance; Persistence of unequal learning opportunities; Discussion on the general pattern of curriculum; Direction of curricula development.

  • Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue

    1/1/08 - Fitch, E. Frank, Hulgin, Kathleen M.

    This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their responses. The procedure was implemented in three third-grade classrooms (n = 30) in a midwestern elementary school for the purpose of reducing a...

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    Addressing Promises and Challenges of Response to Intervention Models for ELLs

    1/13/09 - Artiles, Alfredo J.

    This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions.

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