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  • The Mean Is Not Enough: Using Quantile Regression to Examine Trends in Asian-White Differences Across the Entire Achievement Distribution

    1/1/09 - Konstantopoulos, Spyros

    Background: In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic...

  • The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

    1/1/07 - Shin, Richard, Daly, Bryan, Vera, Elizabeth

    Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors' relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer...

  • The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

    1/1/06 - Stevens, Tara, Olivárez Jr, Arturo, Hamman, Doug

    The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

  • The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

    1/1/09 - SuÁEz-Orozco, Carola, Pimentel, Allyson, Martin, Margary

    Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based...

  • The Structure and Culture of Information Pathways: Rethinking Opportunity to Learn in Urban High Schools during the Ninth Grade Transition

    1/1/07 - Cooper, Robert, Liou, Daniel D.

    Despite efforts to bridge the racial achievement gap, far too many school children continue to fare poorly in our nation's public schools. Oftentimes urban and low income students are negatively labeled as low-achieving, disadvantaged, and struggling. Because of this, such students frequently receive inferior or deficient information from school officials. This study examines the role of high school counselors as distributors of information and the role they play in influencing students'...

  • UNDERSTANDING HOW U.S. SECONDARY SCHOOLS SORT STUDENTS FOR INSTRUCTIONAL PURPOSES: ARE ALL STUDENTS BEING SERVED EQUALLY?

    1/1/08 - Mayer, Anysia

    This article reviews the current research literature on how secondary schools sort students for instructional purposes. Current sorting practices are based on early American philosophies of schooling where the goal of school was to provide students with different curricula based on preparation for future occupations. The article reviews the research on the educational consequences of tracking as well as the processes school's use to place students in various courses. The article also...

  • Unintended Consequences: African American Male Educational Attainment and Collegiate Perceptions After Brown v. Board of Education

    1/1/08 - Dancy, I. I. T. Elon E., Brown, I. I. M. Christopher

    The nexus between educational attainment and collegiate perceptions for African American male undergraduates after Brown v. Board of Education et al.'s are explored in this study. Terenzini Transitions to College interview protocol was used to assess participants' precollege, in-class, and out-of-class experiences in college. A sample of eight African American men representing diverse socioeconomic backgrounds and precollege experiences was interviewed to gauge their sensemaking in two...

  • Unpacking Immigration in Youths' Academic and Occupational Pathways

    1/1/06 - Tseng, Vivian

    This study sought to unpack how immigration is associated with youths' educational choices during the transition to college and adulthood. Surveys and school records were collected on 789 youth (ages 18–25) with Asian Pacific, Latino, African/Afro-Caribbean, and European backgrounds. The results indicated generational differences in educational choices, such that children of immigrants chose courses of study with higher math and science content than that of their peers with U.S.-born...

  • Urban School Achievement Gap as a Metaphor to Conceal U.S. Apartheid Education

    1/1/07 - Cross, Beverly E.

    This article uses the metaphor of the achievement gap to make transparent, discuss, and critique the analytical frame/lens used in the articles to analyze urban education. Doing such an analysis is essential to producing an additional lens that has utility in theory and practice. It facilitates a historical analysis of urban education and leads to creating an argument for the new frame in advancing future work in urban education. This will not represent a response to the articles in the...

  • Using Storytelling to Break the Silence That Binds Us to Sameness in Our Schools

    1/1/06 - Caruthers, Loyce

    This qualitative study explores storytelling as a staff development strategy to break the silence surrounding cultural difference in schools and to view differences as key elements of teaching and learning. Stories, interviews, and observations were the data for constructing meaning of existing school cultures with a long history of promoting reform without attention to constructs of race/ethnicity, class, and gender. Findings suggested that (a) stories of urban educators contain historical...

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    Working Dads: Final Report of the Fathers at Work Initiative

    1/23/09 - Shayne Spaulding, Jean Baldwin Grossman, Dee Wallace

    "During the past several decades, many efforts have focused on the crisis that lies at the intersection of proliferating single-parent households, absent fathers and poverty. In 2001, the Charles Stewart Mott Foundation launched Fathers at Work to test approaches for helping young low-income noncustodial fathers provide for themselves and their children; the project was designed to inform practitioners and policymakers about effective interventions for this population. Six community-based...

  • “The Information Gap?”

    1/1/06 - Teske, Paul, Fitzpatrick, Jody, Kaplan, Gabriel

    While the “achievement gap” generally and appropriately focuses upon gaps in test scores and other outcome measures, there may also be an “information gap” between higher and lower income parents that creates a disadvantage for lower income families in choosing good schools. In this article, we examine the extent to which there is such a gap, with a focus on data from a new survey of low- and moderate-income parents who have made school choices. We find that, at least in relatively...

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