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  On Infusing Disability Studies into the General Curriculum

  1/5/09 - Phil Ferguson, Equity Alliance at ASU

  Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country. As a result, there is an increasing amount of information and research about the “how and why” of inclusion. Indeed, some of that information is available from...

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  Skilled Dialogue

  1/5/09 - Isaura Barrera, Lucinda Kramer , Equity Alliance at ASU

  Skilled Dialogue© is a relational approach to communication and interactions that stems from the evidence-based premise that three qualities characterize cultural competence: respect, reciprocity, and responsiveness. These three qualities along with the component skills that promote and sustain them (see Figure 1) define the nature of Skilled Dialogue©. When integrated, the qualities and skills generate a framework of guidelines and strategic questions that help ensure culturally competent...

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  Systemic Change Framework – Rubrics Assessment Handbook

  1/4/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU

  The rubrics in this publication have been designed to help your inclusive schools network assess their current status and identify specific goals for the coming year. Based on the systemic change framework and vignettes from the National Institute for Urban School Improvement’s (NIUSI) network of schools, these rubrics provide a yardstick for measuring your improvement efforts.

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  The Building Leadership Team

  1/5/09 - National Institute for Urban School Improvement, , University of Colorado at Denver and Health Sciences Center,, Equity Alliance at ASU

  A Building Leadership Team (BLT) is a school-based group of individuals who work to provide strong organizational process for school renewal and improvement. BLTs orchestrate the work of school professionals, administrators, families, and students through the school improvement process. This process includes the examination of current, successful practices and also those areas that are of concern to the school community. In addition, BLTs plan for progress, achievement, and risk. This...

• Untitled Record

  1/1/03 - Nerad, Julie Cary

  Discusses the calcification of race system into a visual epistemology of racial difference based largely on skin color in the U.S. Incapability of racial identity to reduce the cultural and psychological significance of race; Justification of systemic inequity and violence; Sense of identity based on family, wealth, education and others.

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  2007 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/3/09 - Joseph G. Kosciw, Elizabeth M. Diaz, Emily A. Greytak

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace."

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  A Call to Action: Transforming High School for all Youth

  1/14/09 - National High School Alliance,

  "In A Call to Action: Transforming High School for All Youth, the National High School Alliance identifies six core principles and recommended strategies that will foster high academic achievement, close the achievement gap, and promote civic and personal growth among all high-school-age youth in our high schools and communities. At the center of the framework is the Alliance’s belief that the purpose of high school is to ensure that all high-schoolage students are ready for college...

• A comparison of the academic performance of Black and White freshman students on an urban commuter campus

  1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

  Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

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  A Guide for Advancing Family-Centered and Culturally and Linguistically Competent Care

  1/12/09 - Goode, T., Jones, W.

  Family-centered care and cultural and linguistic competence are essential approaches to address the multiple strengths, needs, and preferences of this nation’s families who have children and youth with special health care needs. MCHB convened a meeting to explore ways in which family-centered care and cultural and linguistic competence could be integrated in a more effective manner to support and sustain a community-based system of services that are comprehensive, coordinated, and...

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  A Roadmap to Success: A plan to make Tennessee Schools #1 in the Southeast within five years

  1/30/09 - Tennessee State Collaborative on Reforming Education,

  This is a report based on a plan presented by the Tennessee State Collaborative on Reforming Education that details four strategies to become a top educational performer in the Southeast. The four strategies include: 1) high standards 2) cultivating strong leaders 3) ensuring excellent teachers and 4) utilizing data to drive improvement in student learning.

• Accountability Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

  1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

  The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

• Accountability, Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

  1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

  The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

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  Acknowledging Children’s Positive Behaviors

  1/18/09 - Matt Timm, Sharon Doubet

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy...

• Acquisition of simple and complex knowledge: a knowledge gap perspective [computer file]

  1/1/05 - Le Heron, Judy, Sligo, Frank

  This paper assesses university students' acquisition of simple and complex knowledge, in exploring whether the knowledge gap hypothesis (KGH) with its origins in community-based research into people's informal learning from mass media, provides insights into students' acquisition and retention of information. The KGH posits that attempts to equalise knowledge within a community by releasing new information into it often either has no such effect, or even worsens knowledge inequities. The...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-young, Ngoi, Mephie

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...