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- 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... - 1/24/09 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU
This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies... - 1/23/07 - Lynn K. Wilder, Elizabeth J. Rotz , Amy W. Sonntag, Equity Alliance at ASU
This On Point is for all teachers who want to explore issues around homeless children. Students who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. The authors discussed that homelessness is a serious... - 1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU
The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately... - 1/5/09 - 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... - 1/10/09 - Kevin Welner, Equity Alliance at ASU
Special education in the United States is largely controlled by federal statutes (that is, laws). These statutes cover two related issues: the guarantee of a free and appropriate public education and anti-discrimination laws protecting students with disabilities. The laws governing special education and overrepresentation issues in particular, can be intimidating. Lost in the mishmash of federal and state laws and regulations, however, are some fairly basic rules. This practitioner brief... - 1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special... - 1/1/06 - Smith, Michael J., Fleming, Michael K.
A serious imbalance exists in today's African American undergraduate student population in which the number of women far outnumber the number of men. Although at the macro level, political, sociological, and economic forces frame this gender enrollment gap, scant research has explored microlevel influences such as parents and parenting. This study uses a qualitative methodology and Hossler's model of college choice to examine African American parent involvement during the search stage. The... - 1/1/09 - Turney, Kristin, Kao, Grace
Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to... - 1/16/09 - Molly Ryan
"As school districts nationwide struggle with funding cuts, the four-day school week has gained momentum as one way to save money. This past legislative session, legislators in six states considered measures to authorize eliminating one instructional day per week from the school calendar. The four-day school week is not a novel issue, as it first appears to have been used by South Dakota in the 1930s. During the energy crisis of the early 1970s, districts in New Mexico implemented the... - 1/1/07 - Zigler, Edward, Finn-Stevenson, Matia
Current education reform policies focus on raising academic achievement and ensuring that all students have access to high-quality education. Because the achievement gap is apparent even before children enter school, the authors believe that education reform must encompass the early childhood years. The current dialogue about universal preschool presents an opportunity to address the need for a national system for early care and education. The authors believe this system should provide... - 1/1/08 - Cumming, J. Joy
Equity in assessment concerns all educational authorities and practitioners. While educators commonly consider issues of equity in terms of accommodations for students with special needs, or addressing cultural difference, equity issues in educational assessment have emerged outside these bases. This paper examines equity assessment issues, drawing predominantly on case history from the United States of America (US) with examples from Australia and England, to demonstrate areas that may draw... - 1/1/07 - Ford, Theron N., Glimps, Blanche, Giallourakis, Angie
Teacher education programs continue to struggle with preparing highly qualified teachers ready to meet the academic, cultural, exceptionality and linguistic challenges, which are increasingly the reality of American's classrooms. Despite increased academic rigor in such programs, many emerging teachers are still ill prepared to each effectively students from cultural and racial backgrounds different from their own. The article asserts that this is due in part to a lack of an appropriate... - 1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Chellman, Colin C.
Although the No Child Left Behind Act was intended to help "all students meet high academic standards," it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S. schools. In particular, using data on elementary and middle schools in New York State. the authors show that the schools are so highly segregated that more than... - 1/1/67 - Anderson, James G., Safar, Dwight
Through extensive interviews with community members and school personnel in two multicultural Southwestern communities, the authors of this study attempt to demonstrate the importance of perceptions and attitudes in the provision of equal educational opportunity for Spanish-American and Indian children. The findings demonstrate a ubiquitous feeling that Spanish-American and Indian children are less capable of achieving desirable goals than are their Anglo contemporaries. This lack of... - 1/1/06 - Stevens, Tara, Olivárez Jr, Arturo, Hamman, Doug
The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...
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