Categories

Tag: disparities

  • The Achievement Gap-Do We Need a New Strategy?

    1/1/07 - Kulm, Gerald

    The article presents views and insights of the author concerning the disparity in achievement between white and minority students on major assessment of mathematics learning such as the National Assessment of Educational Progress (NAEP) in the U.S. The recent NAEP report indicated that overall achievement in mathematics continues to improve at a slow and steady rate. The author also mentions the new reform strategy of providing higher standards and more testing.

  • The black-white "achievement gap" as a perennial challenge of urban science education: a sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie

    A perennial challenge for urban education in the United States is finding effective ways to address the academic achievement gap between African American and White students. There is widespread and justified concern about the persistence of the achievement gap. In fact, historical evidence suggests that this achievement gap has existed at various times for groups other than African Americans. What conditions prevailed when this achievement gap existed for these other groups? Conversely...

  • The Black-White "achievement gap" as a perennial challenge of urban science education: A sociocultural and historical overview with implications for research and practice

    1/1/01 - Norman, Obed, Ault, Charles R., Jr., Bentz, Bonnie, Meskimen, Lloyd

    Explores the academic achievement gap between African American and White students in urban science classrooms. History shows that this gap existed for groups other than African Americans. The authors examine how historical and sociocultural factors in the manifestation and eventual disappearance of the gap for these groups may shed light on the present problem. The authors conclude that the sociocultural position of groups is crucial to understanding the scholastic performance of students...

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    The Color of Discipline: Sources of Racial and Gender

    1/1/00 - Skiba, R.J., Simmons, A.B., Ritter, S., Kohler, K., Henderson, M., Wu, T.

    Disproportionate representation of minority students, especially African Americans, in a variety of school disciplinary procedures has been documented almost continuously for the past 25 years, yet there has been little study of the factors contributing to that disproportionality. Whether disparate treatment of a group can be judged as bias depends largely on the extent to which other hypotheses that could provide a credible alternative explanation of the discrepancy can be ruled out. In...

  • The Educational Status of African American Males in the 21st Century

    1/1/07 - Garibaldi, Antoine M.

    This article assesses the educational attainment of African American males between the 1990s and early 2000s. Beginning with a summary of a 1987-88 study conducted by the author on African American males in the New Orleans Public Schools, national data are provided on the high school graduation rates of African American males and females, as well as trends in their enrollment and degree completion at the undergraduate, graduate and first-professional levels. The data show a growing...

  • The persistence of preschool effects: Do subsequent classroom experiences matter?

    1/1/07 - Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane

    Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool "catch up" to their counterparts who did...

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    The State of Equity in Public Schools Webinar

    1/13/10 - Equity Alliance at ASU,, Kathleen King

    We will start by focusing on understanding the contexts and outcomes of disparities in access and achievement for students in the United States, and then move onto looking at how these contexts play out as de/segregation and equity issues in Arizona, California, and Nevada. Then we’ll move on to and talk about some efforts being made to address these disparities. Finally, we’ll provide some tools and information for schools as they examine their own policies and practices in their...

  • Urban/Rural Disparity and Migrant Children's Education: An Investigation into Schools for Children of Transient Workers in Beijing

    1/1/04 - Lu, Shaoqing, Zhang, Shouli

    Part of a special issue on migrant children's education and migrant children's schools in China. A study examined schools for children of transient workers in Beijing, China. Data were obtained primarily from 114 schools for migrant children in the Beijing municipality; 619 migrant peasant workers in Fengtai, Haidian, and Chaoyang districts; and teachers from these three districts who participated in a training intervention. Findings relate to how migrant children see the residence...

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    Where the Girls Are: The Facts about Gender Equity in the Classroom

    1/2/09 - Christianne Corbett, Catherine Hill, Andresse St. Rose

    Where the Girls Are: The Facts About Gender Equity in Education makes clear that girls’ gains have not come at the expense of boys. In addition, the report goes beyond gender to look at other factors that influence student achievement—specifically family income level and race/ethnicity—and finds that many girls as well as boys are not acquiring the educational skills needed to succeed in the 21st-century economy. This report illustrates that while educational trends for both girls and...

  • Who is most responsible for gender differences in scholastic achievements: pupils or teachers?

    1/1/04 - Klein, Joseph

    The disparities between the scholastic achievements of girls and boys have been attributed to biological and sociological factors. The present study investigated the validity of these explanations in a multi-variable situation similar to field conditions. Achievement scores of 3446 pupils in the 5th through 11th grades, half girls and half boys, were sampled. The study controlled for teacher gender, teacher seniority, teachers' tendency to assign high or low grades, ratings of pupils'...

  • Why the gap between Black and White performance in school? (Testimony of David James Armor, March 5, 6 & 22, 1996)

    1/1/97 - Armor, David James

    Excerpts and discusses testimony of D. J. Armor, a witness for Missouri in the areas of school desegregation plans and techniques, survey techniques, race relations and attitudes, allocation of resources, statistical analysis, and the relationship between school desegregation and achievement. Armor's responses to an attorney for the state (whose objective was to prove that no segregation remained in any of the state's school systems) are included for testimony about the race and...

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