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Area: District:Inquiry on Equity in Schooling
- 1/1/06 - 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. - 1/1/06 - 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. - 1/1/06 - 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. - 1/1/06 - 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. - 1/1/06 - 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. - 1/1/06 - 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. - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 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... - 1/1/06 - Florida State Conference NAACP,
Arresting Development: Addressing the School Discipline Crisis in Florida reveals the findings of these public hearings, which were held in five cities and covered six school districts: Pinellas/Hillsborough (St. Petersburg, FL), Duval (Jacksonville, FL), Palm Beach (West Palm Beach, FL), Broward (Fort Lauderdale, FL), and Miami-Dade (Miami, FL). This report is intended to document the compelling and informative discussions that occurred among the hundreds of hearing participants—parents... - 1/1/07 - Tonika Duren Green, Darlene Willis, Marsha Dodson, Martha Parham
This presentation addresses issues in ensuring student graduation and college sucess - 1/1/08 - 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... - 1/1/08 - 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... - 1/1/05 - 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... - 1/1/09 - Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., Villari, C.
"In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they... - 1/1/09 - Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., Meschede, T.
"In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they... - 1/1/07 - The National Task Force on Early Childhood Education for Hispanics,
"In pursuing this work, the Task Force has given attention to the question of how to use early childhood education to improve the educational fortunes of all Hispanic children, including those from low SES, middle class, and high SES families. This is because, compared with their White counterparts, children from these Hispanic segments are doing less well academically, on average, from the time they start school. However, the Task Force has given highest priority to finding ways to improve...
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