Area: School:Inquiry on Equity in Schooling
Area » School:Inquiry on Equity in Schooling
(20 Results) Page: 1 2
- 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...
- 1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU
"Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...
- 1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU
"NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...
- 1/27/10 - Fergus, Edward
This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...
- 1/1/11 - Kozleski, Elizabeth B.; Mulligan, Elaine M.; Hernandez-Saca. David I., Equity Alliance at ASU, Equity Alliance at ASU
Public education has a vital role in ensuring that this and subsequent generations are successful in a global, multilingual economy. In this What Matters brief, we examine how teachers, students, parents, and communities in our nation's schools can create rich opportunities for students to learn.
Language (Policy) Matters! includes information and resources about:
* School policies and practices that support language access
* Research on best practices for students who are English...
- 1/3/09 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.
The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...
- 1/13/09 - Artiles, Alfredo J.
This presentation outlines trends in ELL placement in special education, gives an overview of RTI issues with ELLs, and provides ideas for future directions.
- 1/13/09 - Federico Waitoller, Kathleen A. King, Elizabeth B. Kozleski
Presentation designed to give an overview of Early Intervening and Its Connection to Disproportionality, Tensions in the Field of EBD, Emerging Early Intervening Practices, Limitations of Early Intervening Practices and Equity-Grounded Early Intervening Services
- 1/1/09 - Pew Hispanic Center Staff
A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.
- 1/3/09 - Heppen, Jessica B., Therriault, S. B.
The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of...
- 1/3/09 - Herlihy, C. M., Quint, J.
The National High School Center released methods for improving low-performing high schools based on some of the most rigorous research currently available in the school reform arena. This research brief identifies lessons learned as well as key practices used to strengthen high schools and is based on evaluations of four widely used high school improvement programs.
- 1/3/09 - Gay Lesbian and Straight Education Network,
"This brief examines current research on GSAs and highlights major findings regarding school safety, access to education, academic achievement for LGBT students, and access to GSAs in school."
- 1/26/09 - The Ten Regional Title IV Equity Assistance Centers,
"It is unreasonable to expect that an innovation such as RTI will reach its desired outcome by simply being superimposed on an educational system that has produced a disproportionate representation of minorities, linguistically different and low-income learners in special education. The EACs believe that implementation of RTI will produce what has been produced for these populations without serious consideration being given to and action being taken on fundamental changes to support the RTI...
- 1/5/09 - Drew H. Gitomer
A new study examines the relationship between improvements in the academic quality of America’s teaching force and the recent explosion of policy focus on improving teacher quality.
- 1/24/10 - Patricia Gándara
The United States faces an unprecedented challenge. The largest and fastest growing minority group in the nation — Latinos — are performing academically at levels that will soon put the entire society at risk and consign these young people to a permanent underclass. From kindergarten to high school graduation and college matriculation, the gaps in achievement between Latinos and most other students are enormous, and in many cases growing. Projections are that, unchecked, this situation...
- 1/16/09 - Carol C. Burris , Kevin G. Welner , Jennifer W. Bezoza
"the principal recommendation made here is that policy makers and educators follow the path supported by the research evidence: the elimination of curricular tracks that separate students by race, socio-economic status, or assumptions about their learning potential. That is, we recommend the elimination of curricular stratification."