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Tag: achievement
- 1/1/01 - Dianne L. Ferguson, Audrey Desjarlais, Gwen Meyer, Equity Alliance at ASU
The purpose of education is to ensure that every student gains access to knowledge, skills, and information that will prepare them to contribute to America’s communities and workplaces. This central purpose is made more challenging as schools must accommodate students with ever more diverse backgrounds, abilities, and interests. For students with disabilities, achieving this common purpose means thinking again about the consequences of special and general education as separate systems, and... - 1/1/09 - Equity Alliance at ASU,, Kathleen King
Inclusive education, in policy and practice, rejects the exclusion and segregation of students, for ANY reason: gender, language, household income, sexual orientation, race, ethnicity, national origin, ability, or any dis/ability. Simultaneously, because of an active commitment to equity for all students, inclusive educational systems maximize the participation of all learners, by making learning opportunities relevant and high-quality. This is only achieved through the systemic exploration... - 1/1/08 - Robin Waterman, Beth Harry, Equity Alliance at ASU
Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers. Most importantly, they bring profound commitment and motivation: The majority of the parents of ELLs have come to the United States in order that they and their children will have a “better life.” And many of these families quickly come to believe that supporting their... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement. - 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive literacy models examine not only the methods of teaching students to engage with and learn from multiple texts, but also consider the many purposes for which individuals become literate. This module examines the purposes of literacy in students' lives, methods of designing and implementing culturally responsive literacy instruction, and the use of many forms of literacy as powerful tools for student engagement in school and social change. Participants are guided through... - 1/1/09 - Kozeski, Elizabeth B., Equity Alliance at ASU
"In 2000, Professor Geneva Gay wrote that culturally responsive teaching connects students’ cultural knowledge, prior experiences, and performance styles to academic knowledge and intellectual tools in ways that legitimize what students already know. By embracing the sociocultural realities and histories of students through what is taught and how, culturally responsive teachers negotiate classrooms cultures with their students that reflect the communities where students develop and grow... - 1/1/10 - King Thorius, Kathleen, Equity Alliance at ASU
Despite remarkable progress along many indicators of equitable access, participation, and outcomes of schooling, there are still persistent, pervasive issues that must be addresses, including continued disparities in access to athletics and academic programs, sexual harassment, hate crimes, and discriminatory treatment of girls and women. This What Matters brief includes strategies for:
* Achieving gender equity in access and opportunities to learn
* Achieving a gender-balanced... - 1/1/04 - Edward Garcia Fierros, Equity Alliance at ASU
This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and... - 1/1/05 - Gwen Meyer, Equity Alliance at ASU
Today’s schools are striving to meet the challenges of systemic reform and school improvement. It is a big and complicated job. Achieving real, lasting change requires that everyone in schools stops, thinks, and works together to make the kinds of changes that need to occur. - 1/1/09 - Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozleski, Equity Alliance at ASU
Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as... - 1/1/05 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU
A Building Leadership Team (BLT) is a school-based group of individuals who work to provide strong organizational process for school renewal and improvement. BLTs orchestrate the work of school professionals, administrators, families, and students through the school improvement process. This process includes the examination of current, successful practices and also those areas that are of concern to the school community. In addition, BLTs plan for progress, achievement, and risk. This... - 1/1/06 - Phil Ferguson, Rick Blumberg, Equity Alliance at ASU
One way to evaluate the effectiveness of transition services for students with disabilities is to take a look at the outcomes students are achieving. The purpose of this report is to present some important statistics that reveal how students with disabilities appear to be faring; to identify some strategies that appear to result in desirable outcomes; and to suggest some resources for further information about this topic. - 1/1/08 - Julio Cammarota
Throughout the 1990’s, I documented the education, work and family experiences of Latino youth in California (see my book, Suenos Americanos). My intention was to understand how young Latinos might achieve some success (i.e. educational achievement or decent employment) in a hostile political and economic environment. The most surprising finding of my research was that Latina females fared much better than Latino males, sometimes within the same family. - 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... - 1/1/09 - Carole L. Perlman, Sam Redding
"The purpose of this Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program—section 1003(g) of Elementary and Secondary Education Act (ESEA)—in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. Especially, this Handbook offers succinct and practical explanations of the SIG’s required and recommended models and strategies, references to... - 1/1/09 - Robin Chait , Raegen Miller
Title II of the Elementary and Secondary Education Act, or ESEA, provides approximately $3 billion to support state and district-level activities that improve teacher and principal quality and thereby improve student achievement. However, there is little proof that the program is achieving this goal. Part of the problem is that Title II funding is not specifically targeted at activities that are likely to yield a significant return on investment. In fact, districts use the bulk of their...
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