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    Understanding English Language Learners' Needs and the Language Acquisition Process

    1/10/09 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU

    This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of...

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    Learning from the Youth Opportunity Experience: Building delivery capacity in distressed communities

    1/3/09 - Harris, L.

    In 2000, the U.S. Department of Labor awarded significant Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. The grants were designed to serve all young people in these areas, regardless of income or connection to school or work. The YO grants provided the resources to establish comprehensive approaches at considerable scale. They were catalytic in launching important collaborations in these communities to connect systems, to leverage resources...

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    Access to Pre-K education under the McKinney-Vento Homeless Assistance Act

    1/31/10 - Education Law Center,

    "Under federal law, states are required to ensure that homeless children have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths. This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize...

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    Achieving Gender Equity in Public Education: A Scenario Planning Resource for Advocates, Policymakers and Practitioners

    1/16/10 - Caroline and Sigmund Schott Foundation, The Schott Center for Public and Early Education

    "This report reflects our recent efforts to understand how to ensure that the next generation of girls and boys enjoy respectful schools and classrooms in which they can grow and succeed. We want all children to have the benefits of an education that provides them with a full range of life options and helps them become decisionmakers and leaders. We hope this publication will serve as a useful discussion tool for organizations, foundations, and individuals interested in creating more...

  • African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement

    1/1/06 - Stinson, David W.

    The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key...

  • 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...

  • 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...

  • Beyond Brown v. Board of Education: The Need to Remedy the Achievement Gap

    1/1/02 - Klein, Dora W.

    The achievement gap between black and white students, in existence despite Brown v. Board of Education, must be remedied. In general, desegregation decrees issued under the 1954 Brown v. Board of Education fail to adequately address disparate academic achievement. Today, as many desegregation cases come to an end, the ultimate goal of Brown v. Board of Education to create public schools that prepare all children to succeed in life may be best served by attempting to eliminate racial...

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    Charter schools should educate, not discriminate

    1/13/14 - Dean, Amy B.

    Today traditional public schools are suffering cuts and closures at the hands of federal and state lawmakers — sometimes even at the hands of mayors. Schools committed to bilingual and English language learner (ELL) education, which serve kids who are learning English in addition to their native language, are as vulnerable as the rest. And the charter schools sprouting in U.S. cities, where many first-generation immigrants live, aren’t always able or willing to provide the same service.

  • Closing the Achievement Gap

    1/1/05

    A special section on closing the achievement gap. Articles discuss how educators can help close the literacy gap between ill-served students and their better-served peers, the need for teachers and school library media specialists to understand the importance of connecting students with books that interest them, a case study that examined the strategies used by one teacher to provide students with the support they needed to achieve academic excellence, the need for a pervasive...

  • Closing the achievement gap: Lessons from Illinois' golden spike high-poverty high-performing schools

    1/1/04 - McGee, Glenn W.

    The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools--Illinois schools that have a sustained...

  • Closing the Achievement Gap: Lessons From Illinois' Golden Spike High-Poverty High-Performing Schools

    1/1/04 - McGee, Glenn W.

    The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools-Illinois schools that have a sustained...

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    Consolidation of Schools and Districts: What the Research Says and What it Means

    1/10/11 - Howley, C., Johnson, J., & Petrie, J.

    Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is...

  • Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

    1/1/09 - Fiscella, Kevin, Kitzman, Harriet

    Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child...

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