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Category: EDUCATION & state

Category » EDUCATION & state

  • Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

    1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.

    The article discusses literacy issues in U.S. urban schools, including the literacy achievement gap and the curriculum gap. The literacy achievement gap refers to the disparity in academic achievement between different groups. The curriculum gap refers to the current reforms related to early literacy instruction, resulting in the absence of or insufficient attention to curriculum elements critical for success in reading and writing. The measures taken by the government to address these...

  • Exacerbating inequality: the failed promise of the No Child Left Behind Act

    1/1/07 - Hursh, David

    The passage of the No Child Left Behind Act (NCLB) marks the largest intervention of the federal government into education in the history of the United States. NCLB received and continues to receive support, in part because it promises to improve student learning and to close the achievement gap between White students and students of color. However, NCLB has failed to live up to its promises and may exacerbate inequality. Furthermore, by focusing on education as the solution to social and...

  • Lasting Consequences of the Summer Learning Gap

    1/1/07 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda Steffel

    Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental...

  • No Child Left Behind: Who Wins? Who Loses?

    1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite

    The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school...

  • Secondary Education Systemic Issues: Addressing Possible Contributors to a Leak in the Science Education Pipeline and Potential Solutions

    1/1/05 - Young, Hollie

    To maintain the legacy of cutting edge scientific innovation in the United States our country must address the many pressing issues facing science education today. One of the most important issues relating to science education is the under-representation of African Americans and Hispanics in the science, technology, and engineering workforce. Foreshadowing such under-representation in the workforce are the disproportionately low rates of African American and Hispanic students attaining...

  • The Mathematics Education of African Americans in North Carolina: From The Brown Decision to No Child Left Behind

    1/1/05 - Snipes, Vincent T., Waters, Roderick D.

    The article presents a study which aim is to report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and to examine North Carolina African American students' progress in mathematics from the Brown versus the Board of Education Decision to the No Child Left Behind Act Era. The data are analyzed utilizing the critical race theory of education...

  • THE NEW FEDERALISM GOES TO COURT

    1/1/83 - Kirp, David L., Jensen, Donald N.

    The great era of court-mandated educational reform coincided with a more prosperous period in U.S. history, maintain the authors. Different circumstances exist today. The heyday of educational policy making by the courts seems to be over. The landmark events, the desegregation cases, the opinions on student rights, the right-to-education suits, occurred a decade or more ago. The United States Supreme Court signaled that there were limits to the willingness of the judiciary to reshape policy...