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Tag: implications

  • A comparison of the academic performance of Black and White freshman students on an urban commuter campus

    1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

    Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie

    Abstract. There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • An Exploration of the Relationship Between Ethnicity, Attention Problems, and Academic Achievement

    1/1/04 - Rabiner, David L., Murray, Desiree W., Schmid, Lorrie, Malone, Patrick S.

    There has been longstanding concern about achievement differences across ethnic groups. Inattention is a significant factor associated with underachievement, and higher ratings of inattention have been found for some minority groups. The present study examined the relationship between inattention and achievement across Caucasian, African American, and Hispanic first graders. Thirty-three teachers rated over 600 students on their academic achievement, inattentive classroom behavior...

  • Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    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...

  • Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students

    1/1/07 - Wing, Jean

    This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority...

  • Beyond Black and white: The model minority myth and the invisibility of Asian American students

    1/1/07 - Wing, Jean Yonemura

    This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the "Model Minority Myth," which says that Asians comprise the racial minority group...

  • Black-White Differences in Achievement: The Importance of Wealth

    1/1/03 - Orr, Amy J.

    In this article, the author argues that wealth, which is an indicator of both financial and human capital, can affect academic achievement, as well as help to explain the gap in black-white test scores. Analyses reveal that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Because blacks have substantially less wealth than do whites, wealth can help to explain a portion of the racial achievement gap. The implications of the findings...

  • Children's Story Retelling as a Literacy and Language Enhancement Strategy

    1/1/12 - Dunst, C.J; Simkus, A., & Hamby, D.W.

    The effects of children's story retelling on early literacy and language development was examined in a meta-analysis of 11 studies including 687 toddlers and preschoolers. Results indicated that children's story retelling influenced both story-related comprehension and expressive vocabulary as well as nonstory-related receptive language and early literacy development. Findings also showed that the use of the characterisitics that experts consider the important features of retelling practices...

  • Closing the Achievement Gap in Math: Considering Eighth Grade Algebra for All Students

    1/1/06 - Spielhagen, Frances R.

    Should all students study algebra in eighth grade? Would offering early access to algebra to all students help dose the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

  • CLOSING THE ACHIEVEMENT GAP IN MATH: CONSIDERING EIGHTH GRADE ALGEBRA FOR ALL STUDENTS

    1/1/06 - Spielhagen, Frances R.

    Should all students study algebra in eighth grade? Would offering early access to algebra to all students help close the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...

  • Closing the gap through professional development: Implications for reading research

    1/1/07 - Doubek, Michael Brandon, Cooper, Eric J.

    Part of a special section on defining, identifying, and addressing the literacy achievement gap. The work of the National Urban Alliance for Effective Education, a nonprofit advocacy organization that engages with school communities through professional development to build relationships with all stakeholders, suggests it is important to examine current research in reading in order to examine the fundamental question of closing the achievement gap across subject areas. Research should...

  • Confronting Racism in Literacy Education and Research

    1/1/05 - Edmondson, Jacqueline

    Reviews the book "Literacy and Racial Justice: The Politics of Learning After Brown v. Board of Education," by Catherine Prendergast (2003). Closing the achievement gap is a central and explicit aim of current federal decisions. The achievement gap has direct and specific implications for literacy education and research. By linking reading with eventual success in school and other aspects of life, the Bush administration and Congress continue the assumption that reading well will guarantee...

  • Counterfeit Social Capital and Mexican-American Underachievement

    1/1/03 - Ream, Robert K.

    A critical issue facing U.S. schools and one with broad social implication is the persistent disparity in educational achievement between racial/ethnic groups. The achievement gap may be particularly pronounced for Mexican-Americans who constitute the vast majority of U.S. Latinos and are among the most educationally at risk of all Latino subgroups. By employing mixed-methods research techniques, this study shows that social network instability accompanying high mobility rates may contribute...

  • Creating Schools Where Race Does Not Predict Achievement: The Role and Significance of Race in the Racial Achievement Gap

    1/1/08 - Noguera, Pedro A.

    This article explores the ways in which race is implicated in efforts to address the achievement gap in U.S. schools. Through an analysis of the theoretical and historical issues that have framed the relationship between race and intellectual ability, the author explains why the effort to close the achievement gap is politically and socially significant. The efforts of two suburban school districts to address the achievement gap is presented to illustrate why some schools are making progress...

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    Culturally Responsive Classroom Management Strategies

    1/1/08 - Skiba, R.J.

    Instituting classroom management principles has implications for the learning progress of all children, especially low-performing, poor, special education, and racial/ethnic minority children. Culturally Responsive Classroom Management (CRCM) is an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way.

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