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    Addressing Bullying and Harassment Matters

    1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

    Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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    Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

    1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

    Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

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    Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

    1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU

    The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...

  • Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Closing the achievement gap through evidence-based inquiry at multiple levels of the education system

    1/1/08 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, focus on evidence-informed inquiry into effectiveness at each level of the system. Over the years of the project's operation, these two premises interacted in ways that led to ongoing...

  • Confronting the Achievement Gap

    1/1/07 - Gardner, David

    The article gives an in-depth look at the achievement gap in the United States educational system in terms of racial divisions. Claims that the gap does not exist are denounced by the author, citing problems of unequal funding and inherent racial prejudices still present in the system. Sociological causes for the discrepancy are listed, such as poverty, generational ideologies and long term effects from racist historical practices. The confrontation of these issues on a national level are...

  • Health Disparities and Gaps in School Readiness

    1/1/05 - Currie, Janet

    The author documents pervasive racial disparities in the health of American children and analyzes how and how much those disparities contribute to racial gaps in school readiness. She explores a broad sample of health problems common to U.S. children, such as attention deficit hyperactivity disorder, asthma, and lead poisoning, as well as maternal health problems and health-related behaviors that affect children's behavioral and cognitive readiness for school. If a health problem is to...

  • What's on Your Nation's Report Card?

    1/1/07 - Norton Iii, Anderson H.

    The article discusses the mathematics problems used on the U.S.'s National Assessment of Educational Progress (NAEP), also known as the Nation's Report Card. The author focuses on a constructed-response item, designed to reveal students' problem-solving abilities and conceptual understanding, and uses it to illustrate how a different interpretation of students' responses can reveal more about their reasoning and lead to a different assessment. He discusses aspects of student responses that...

  • "PRACTICING WHAT WE PREACH: AN ARGUMENT FOR COOPERATIVE LEARNING OPPORTUNITIES FOR ELEMENTARY AND SECONDARY EDUCATORS"

    1/1/05 - Coke, Pamela K.

    Van Allen (1996) supports a paradigm shift in how Americans think about education, from a view of school as hierarchy to school as continuum. While the relationship between elementary and secondary education is not always visible, teachers can model cooperative learning for students by working as a team across grade levels to solve problems, complete tasks, and accomplish common goals, such as reducing gaps and redundancies in education. Schools could respond more productively to elementary...

  • 21st Century Knowledge and Skills in Educator Preparation

    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...

  • A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - Guiterrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A "gap-gazing" fetish in mathematics education? Problematizing research on the achievement gap

    1/1/08 - Gutiérrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - Gutiérrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience

    1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.

    Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested...

  • Academic Skills Problems Workbook, Revised Edition (The Guilford School Practitioner Series)

    1/1/04 - Shapiro, E. S.
  • 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...

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