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- 1/1/05 - Cohen, Geoffrey L., Sherman, David K.
Comments on an article by Paul Sackett, Chaitra Hardison and Michael Cullen entitled On Interpreting Stereotype Threat as Accounting for African American-White Differences on Cognitive Tests (see record 2004-10043-001). In their article, Sackett, Hardison, and Cullen (see record 2000-16592-021) critiqued misrepresentations of the original stereotype threat findings presented by Steele and Aronson. They criticized representations of the research that suggest that stereotype threat explains...
- 1/1/09 - Box, J., Burkhardt, G., Fadel, C., Hurley, K., Trilling, B., and Wilson, J. , Partnership for 21st Century Skills
The MILE Guide helps districts determine where they are on the spectrum of 21st century skills integration and then use that information to plan a path for future work that brings 21st century skills in their systems of learning. No 21st century skills implementation can be successful without developing core academic subject knowledge and understanding among all students. Students who can think critically and communicate effectively must build on a base of core academic subject knowledge...
- 1/1/10 - Partnership for 21st Century Skills
This is an exciting and challenging time for teacher educators. The nature of teaching is
changing. In an effort to transform themselves into exemplary educator preparation institutions,
many programs are becoming more entrepreneurial, recognizing new opportunities and making
changes required to respond to the needs of 21st century learners.
Many are successfully engaged in strategies such as:
• Providing high-quality alternative routes to teaching,
• Building on private and...
- 1/1/05 - Olivos, Edward M., Quintana de Valladolid, Carmen E.
From the perspective of two practitioners who have been influenced by work in the area of critical pedagogy and critical theory, this article examines bilingual education, education reform, and the achievement gap in relation to Latino English Language Learners. The authors integrate personal experiences as they examine underlying assumptions of class, race, and asymmetrical power relations in current education policy and classroom practice. They argue that, despite feelings of being...
- 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...
- 1/1/12 - Alliance for Excellent Education
The nation’s economy is only as strong as the educational foundation that supports it. Economic
success in the twenty-first century requires a labor force capable of demonstrating an advanced level of
both knowledge and skill. To be a true engine of growth, the nation’s education system must be
aligned with these demands. This is why the reauthorization of the Carl D. Perkins Career and
Technical Educational Improvement Act of 2006 (Perkins), the nation’s largest federal investment...
- 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...
- 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...
- 1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying
The academic achievement gap of students of color and low-income students as compared to middle and upper socioeconomic students and White students has been clearly documented. Historically the long-standing role of the school counselor has contributed to the status quo of these inequities, inadvertently maintaining educational and social disparities. This has been reflected in school counselors' training, role or job descriptions, and actual practice. This article explores the need for a...
- 1/1/08 - National Commission on Asian American and Paciic Islander Research in Education
The National Commission on Asian American and Paciic Islander
Research in Education (CARE), consisting of a national commission, an
advisory board, and a research team at New York University, aims to
engage realistic and actionable discussions about the mobility and educational opportunities for
AAPIs and how distinctions of race, ethnicity, language, and other cultural factors play out in the
day-to-day operations of American schools throughout the educational spectrum. In particular...
- 1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.
The article discusses literacy issues in U.S. urban schools, including the literacy achievement gap and the curriculum gap. The literacy achievement gap refers to the disparity in academic achievement between different groups. The curriculum gap refers to the current reforms related to early literacy instruction, resulting in the absence of or insufficient attention to curriculum elements critical for success in reading and writing. The measures taken by the government to address these...
- 1/1/04 - Love, Barbara J.
Part of a special issue on the 50th anniversary of the first Brown decision. The writer uses Critical Race Theory to analyze current discussions of the "achievement gap" as the latest incarnation of the "white intellectual superiority/African American intellectual inferiority" notion that is a mainstay of "majoritarian storytelling" in U.S. culture. She employs critical race counter-story to chronicle the historical development and maintenance of the "achievement gap," along with efforts of...
- 1/1/04 - Love, Barbara J.
This essay provides a Critical Race Theory (CRT) analysis of current discussions of the “achievement gap” as the latest incarnation of the “white intellectual superiority/African American intellectual inferiority” notion that is a mainstay of “majoritarian storytelling” in U.S. culture. A critical race counter-story chronicles both the historical development and maintenance of the “achievement gap,” along with efforts of African Americans to secure access to education. The...
- 1/10/10 - Rachel Demma
"Specialized knowledge of how young children develop and learn is critical for members of the early childhood workforce. All members of this workforce need access to preparation programs at two- and four-year colleges and opportunities for ongoing education and development. Unfortunately, many states are not collecting data about professional qualifications and ongoing professional development that could inform measures of program quality and child outcomes."
- 1/1/03 - Lubienski, Sarah Theule
In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students' home backgrounds. In reaction against this "blame the victim" approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure...
- 1/1/08 - Trusty, Jerry, Mellin, Elizabeth A., Herbert, James T.
Achievement gaps among racial-ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed at understanding and addressing these gaps must be developmentally and environmentally broad, involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and strategic interventions. In this article, we first document achievement gap trends and then provide a framework for understanding and sequencing...