Categories

Area: District:Inquiry on Equity in Schooling

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    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.

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    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.

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    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.

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    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.

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    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.

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    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.

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    College Bound San Diego: An Educational Component of Concerned Parents Alliance, Inc.

    1/2/09 - Tonika Duren Green, Darlene Willis, Marsha Dodson, Martha Parham

    This presentation addresses issues in ensuring student graduation and college sucess

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    Developing early warning systems to identify potential high school dropouts

    1/3/09 - Heppen, Jessica B., Therriault, S. B.

    The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of...

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    Do immigrants differ from migrants? Disentangling the impact of mobility on High School completion and performance

    1/10/09 - Stiefel, L., Schwartz, A.E., Conger, D.

    While previous evidence finds that foreign-born students perform better than native-born students in their elementary and middle school years, policymakers and practitioners continue to raise concerns about educational outcomes of immigrants who come to the United States in their high school years. Are late entering students able to graduate from high school in a timely manner or do they fall behind? How does their success compare to late entering native-born students - that is, migrant...

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    Early Success: Closing the Achievement Gap for Our Youngest Learners

    1/5/09 - Jerry D. Weast

    The district faced an indisputable fact: increasing numbers of young children impacted by poverty and language difference were starting school lagging behind their peers in basic literacy and mathematics skills, and they often remained behind. If children were not meeting certain benchmarks by the end of first grade, there was little likelihood that they would be able to read fl uently by third grade, an important indicator of academic success in the later years.5 So, the work began in the...

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    Review of “The Widget Effect: Our National Failure to Acknowledge and Act on Teacher Differences."

    1/18/09 - Raymond L. Pecheone, Ruth Chung Wei

    <span class='abstract_italic'>The Widget Effect: Our National Failure to Acknowledge and Act on Teacher Differences</span>, published in June 2009 by the New Teacher Project, examines how 12 school districts across four states use teacher evaluation to make human resources decisions. It then proposes how to build teacher evaluation systems that are more credible and useful. Overall, the report portrays current practices in teacher evaluation as a broken system perpetuated by a culture that...

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    Safe at School: Addressing the School Environment and LGBT Safety through Policy and Legislation

    1/30/10 - Biegel, S. & Kuehl, S. J.

    Lesbian, gay, bisexual, and transgender (LGBT) students face a unique set of safety concerns each day. Over 85% report being harassed because of their sexual or gender identity, and over 20% report being physically attacked. The suicide rate for LGBT students continues to be 3-4 times higher than that of their straight counterparts, and in some parts of the country LGBT runaways may comprise up to 40% of the entire teen homeless population. Advances in law and policy have helped lead to...

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    The Impact of School Closures on Homeless Students in New York City

    1/19/10 - Institute for Children, Poverty & Homelessness

    Closing “poorly-performing schools” and opening small schools from which families can choose is not new educational policy for New York City; however its impact on all students has not been thoroughly evaluated. It is therefore imperative that we review the effects of these policy developments on high-needs students, specifically the most overlooked—students experiencing homelessness. For the rising number of students who are already housing displaced, becoming educationally displaced...

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    Universal Access to a Quality Education: Research and Recommendations for the Elimination of Curricular Stratification

    1/16/09 - Carol C. Burris , Kevin G. Welner , Jennifer W. Bezoza

    "the principal recommendation made here is that policy makers and educators follow the path supported by the research evidence: the elimination of curricular tracks that separate students by race, socio-economic status, or assumptions about their learning potential. That is, we recommend the elimination of curricular stratification."

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    Washington DC 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 DC Public Schools.

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    Whatever it takes: How twelve communities are reconnecting out-of-school youth

    1/24/10 - Martin, N., Halperin, S.

    The report focuses on two questions related to recovery programs: “What can be done to recover and reconnect our young people to opportunities for building useful lives in work, family, and citizenship; and “Who is doing what, and where, to reengage out-of-school youth while working to strengthen the communities in which they live?”. The report summarizes a variety of programs from around the United States and includes information about participants, costs of implementation, and...

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