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Tag: integration

  • School choice, racial segregation and test-score gaps: Evidence from North Carolina's charter school program

    1/1/07 - Bifulco, Robert, Ladd, Helen F.

    Using panel data that track individual students from year to year, we examine the effects of charter schools in North Carolina on racial segregation and black-white test score gaps. We find that North Carolina's system of charter schools has increased the racial isolation of both black and white students, and has widened the achievement gap. Moreover, the relatively large negative effects of charter schools on the achievement of black students is driven by students who transfer into charter...

  • School counselors: Becoming key players in school reform

    1/1/02 - House, Reese M., Hayes, Richard L.

    This article presents the view that school counselors must be proactive leaders who are effective collaborators in advocating for the success of all students. Closing the existing achievement gap between poor students and students of color and their more advantaged peers is the focused mission of schools today. School counselors need to be integral players in helping all students gain access to rigorous academic preparation that will lead to greater opportunity for all students. By helping...

  • Separate But Not Yet Equal: The Relation Between School Finance Adequacy Litigation and African American Student Achievement

    1/1/06 - Glen, William J.

    The Black-White achievement gap presents perhaps the most important issue in education. Legal actions play a role in the efforts to reduce and eliminate the gap. School finance adequacy litigation offers the most widely used legal strategy to seek fairer outcomes for children. However, the literature is sparse with regard to the impact such litigation has on student outcomes. This article addresses the extent to which adequacy litigation functions as a means of narrowing the achievement gap...

  • So Many Children Left Behind

    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...

  • Social skills instruction in secondary education: Are we prepared for integration of difficult to teach students?

    1/1/90 - Cosden, M.A., Iannaccone, C.J., & Weinke, W.D.
  • Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

    1/1/02 - Becker, Bronwyn E., Luthar, Suniya S.

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various...

  • Social-emotional factors affecting achivement outcomes among disadvantaged students: Closing the achivement gap

    1/1/02 - Becker, Bronwyn E., Luthar, Suniya S.

    Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains. Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various perspectives in a comprehensive and interdisciplinary model that will inform policy makers, administrators, and...

  • Still Separate and Unequal: Examining Race, Opportunity, and School Achievement in "Integrated" Suburbs

    1/1/06 - Diamond, John B.

    Recent research examines the Black/White achievement gap in integrated, affluent suburban schools. This gap is particularly vexing more than 50 years after the Brown v. Board of Education (1954) decision emphasized creating educational equity through school desegregation. Drawing on a case study of one suburban school district, this article details the structural, institutional, and symbolic inequalities that characterize such settings and contribute to educational inequality. The case...

  • The black-white gap in mathematics course taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black white gap in mathematics course taking...

  • The Black-White Gap in Mathematics Course Taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking...

  • The Danish Efforts in Integration.

    1/1/95 - Tetler, S. , C. O’Hanlon
  • The gender gap in language achievement: The role of school-related attitudes of class groups

    1/1/06 - Van de Gaer, Eva, Pustjens, Heidi, Van Damme, Jan, De Munter, Agnes

    The present study was designed to examine how the attitudinal composition of class groups is related to the gender gap in language achievement at the end of secondary education. Data were drawn from the LOSO project and multilevel analyses were used. The results showed that the attitudes of the class groups, and, more specifically, the attitudes of same-sex classmates, had a stronger impact on the language achievement of boys than on the language achievement of girls. No gender differences...

  • The impact of racial and ethnic segregation on the achievement gap in California high schools

    1/1/92 - Rumberger, Russell W., Willms, J. Douglas

    Examined the extent and impact of racial and ethnic segregation in California high schools during the 1988-1989 school year. Using 2 widely used indices of segregation, the extent of segregation was measured in all 784 regular high schools in the state and in all 112 high schools in the 6 largest districts. Segregation was widespread throughout the state, and the extent of segregation varied widely among ethnic groups and among the 6 largest districts. Significant differences were found in...

  • The MILE Guide Milestones for Improving Learning and Education

    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...

  • The Mind Shift in Teacher Evaluation: Where We Stand - and Where We Need to Go

    Minnici, Angela

    The teaching profession today is full of contradictions: Teach the whole child, but focus on specific needs. Integrate 21st-century technology, yet go back to the basics. While often cited as one of the most rewarding professions, teaching is demanding, technically challenging, and more closely scrutinized by the public than ever. Although we better understand how children learn and how to support and develop educators, teachers today report more dissatisfaction with their jobs and are less...

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    Tiered Interventions in High Schools: Using Preliminary ‘Lessons Learned’ to Guide Ongoing Discussion

    1/24/10 - National High School Center, National Center on Response to Intervention, and Center on Instruction

    Response to Intervention (RTI) is a potentially powerful framework for organizing, allocating, and evaluating educational resources to meet the instructional needs of all students and to prevent long-term school failure. Much of our knowledge of the components of RTI and their successful implementation is based on experiences in elementary schools. However, given the structural and organizational differences between elementary schools and high schools, this evidence has its limitations when...

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