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Tag: integration

  • Bridging the gap between academics & athletics

    1/1/98 - Jones, Dianne C.

    A study at the University of Wisconsin-Whitewater examined the validity of the stereotypes that student athletes were inferior students, selected easier majors, and did not graduate. A review of grade point averages proved that the student athletes at the university were not academically inferior to the general student population. A tabulation of majors showed that student athletes did not select perceived "easier" majors than the general student body. Furthermore, an analysis of graduation...

  • Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

  • Mainstreaming Handicapped students: A guide for classroom Teachers

    1/1/84 - Jane B. Schultz; Ann P. Turnbull

    We believe in mainstreaming. Legislative, philosophical, and educational influences have contributed to the implementation of the mainstreaming concept. The major question teachers are posing has changed from why should we integrate handicapped students into our classes? to how can we do a better job integrating handicapped students? The book provides answers to the above questions.

  • 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...

  • Entre la Espada y la Pared: Critical Educators, Bilingual Education, and Education Reform

    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...

  • Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

    1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

    In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

  • Asian Americans and Pacific Islanders: Facts, Not Fiction: Setting the record straight

    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...

  • Assessment in I.S.I. program inclusive schooling integration.

    1/1/91 - Dalmau, J., Hatton, G. & Spurway, G.
  • At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

    1/1/03 - Ipka, V. W.

    Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

  • 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...

  • BPS to expand dual language opportunities for students

    9/11/13

    BPS is expanding dual-language opportunities for students across Boston following the model of the successful Rafael Hernández and Hurley K-8 Schools as well as similar programs elsewhere in which English Language Learners and native English speakers are educated in integrated classrooms. The expansion of this program is part of the District’s ongoing effort to raise school quality and opportunity as we transition to the new Home-Based school choice plan.

  • Brown Plus 50 Counter-Storytelling: A Critical Race Theory Analysis of the “Majoritarian Achievement Gap” Story

    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...

  • Chances and choices: Making integration work.

    1/1/90 - Fullwood, D.
  • Closing of the gender gap in technology enriched science education: a case study

    1/1/00 - Mayer-Smith, Jolie, Pedretti, Erminia, Woodrow, Janice

    This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with the teaching and learning of secondary science and physics. Specifically, we ask: (1) Do female students view, participate, and achieve differently than male students in technology enhanced science classrooms? and, (2) If not, why not? Empirical...

  • Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story

    1/1/08 - Beecher, Margaret, Sweeny, Sheelah M.

    This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different...

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