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Category: MINORITIES -- Education

Category » MINORITIES -- Education

  • Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

    1/1/06 - Carpenter Ii, Dick M., Ramirez, Al, Severn, Laura

    For decades, researchers examined the ‘achievement gap’ between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations. Results question the singular definition of achievement gap. Given the importance of how issues are defined, a singular...

  • Neighborhood and School Factors in the School Performance of Immigrants’ Children

    1/1/07 - Pong, Suet-ling, Hao, Lingxin

    This article examines the effects of neighborhoods and schools on the achievement gaps between adolescents of different nativities and ethnicities. We show that neighborhood and school conditions are better for natives' than for immigrants' children, and they are the worst for Hispanic immigrants. Using cross-classified hierarchical models, we find that introducing neighborhood and school characteristics helps to account for the disadvantage of Mexican immigrants' children but to reveal the...

  • School racial composition and academic achievement: the case of Hmong LEP students in the USA

    1/1/08 - Lee, Moosung, Madyun, Na'im

    The existence of the achievement gap is more than just a black-white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement...

  • 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...

  • The Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students

    1/1/08 - Zimmerman, Stella SiWan, Rodriguez, Michael C., Rewey, Kirsten L., Heidemann, Sandra L.

    The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their...

  • The Matter of Dropouts

    1/1/09 - Ramirez, A. L., Carpenter, Dick

    The article discusses how examining the diversity of students can help reduce the achievement gap. The authors suggest that the achievement gap is more complex than a divide between white and minority students and comment on differences in achievement within ethnic and racial groups. They describe research which reveals that ethnicity did not affect dropout risks and suggest that gaps exist within ethnic groups based on factors such as socioeconomic status, amount of algebra studied, work in...

  • THE NOTORIOUS G-A-P

    1/1/00 - Lewis, Anne C.

    Focuses on the academic performance gap between Caucasian and minority students in the United States. How results from standardized testing show that the gap has grown throughout the 1990s; Inability of researchers to fully explain why the gap has grown; Findings which indicate that the widening of the academic gap coincided with the appearance of so-called gangsta rap.

  • Thinking Carefully About Equity and Accountability

    1/1/00 - Scheurich, James Joseph, Skrla, Linda, Johnson, Joseph F.

    Focuses on education in the United States and how children from low-income families, particularly minority families, do not perform as well as children from middle class families. How standardization efforts have met with criticism and approval in their attempts to decrease the learning gap; Suggestion that many educators have given up on children from lower income families; Proposal of ways to deal with the problem using various criteria to develop an effective state program.

  • Which Achievement Gap?

    1/1/07 - Anderson, Sharon, Medrich, Elliott, Fowler, Donna

    The article explores the nature of the achievement gap and its relationship to Adequate Yearly Progress (AYP) requirements by the No Child Left Behind Act (NCLB). The author suggests that while racial elements are certainly present, the common understanding of the gap should extend beyond racial reconciliation and aim at all students which struggle in documented areas. It is implied that the NCLB and AYP set up unfair comparisons between schools at different levels of development. Paradigms...