Tag » characteristics

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  Addressing Discrimination in School Matters

  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...

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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/24/09 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

• Hispanic Educational Attainment: The Effects of Family Background and Nativity

  1/1/95 - Wojtkiewicz, Roger A., Donato, Katharine M.

  This article investigates two sources of the difference in educational attainment between Hispanics and non-Hispanics: family background and nativity. Hispanics have fewer of the family background characteristics that lead to higher educational attainment. In addition, Hispanics are much more likely to be foreign born, a characteristic related to lower educational attainment. Authors' study examines the degree to which these differences in family background and nativity explain differences...

• 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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  Accounting for resource use at the school-level and below: The missing link in education administration and policy making

  1/5/09 - Dwight Denison, Leanna Stiefel, William Hartman, Michele Moser Deegan

  "In this paper, we analyze the challenges involved in establishing a system to track costs at the school, grade, and subject level that will fit the needs of both internal and external users. To begin, we review the literature on cost accounting that is relevant to micro-level costs and the research that analyzes sub-district level resources. Next, we describe general challenges that arise in reporting at the level of the school and below and we then discuss school-level reporting in...

• 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...

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  After-school programs and academic impact

  1/5/09 - Robert Goerge, Gretchen Cusick, Miriam Wasserman, Robert Gladden

  The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM’s contribution to the positive outcomes...

• Attributed for academic achievement: A comparative study in tribal and non-tribal settings

  1/1/08 - Rath, Muralidhar

  The failure or poor performance of tribal students in their academic tests has initiated deep debates and grave discussions now-a-days. It is worthwhile to note that tribal students in India are not only they who reside in ashrams or hostels of different urban schools and colleges, and are mostly compared by researchers with non-tribal students. Rather, a major portion of tribals dwell in rural and tribal settings and some of them pursue their education in poorly maintained schools and...

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  Basic facts about low-income children: Birth to age 18

  1/5/09 - Douglas-Hall, A., Chau, M.

  Estimates in this data display are “based on the U.S. Current Population Survey, Annual Social and Economic Supplement, March 2008, representing information for calendar year 2007.” Details include (a) numbers and percentages in low-income families; (b) changes over time; (c) federal poverty level figures; (d) family characteristics; (e) variation’s by children’s age; (f) variations by race/ethnicity; (g) variations by parents’ country of birth; and (g) variations by region of...

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  Before and after-school care arrangements and activities of school-age minority children

  1/14/09 - Thurlow, M., Durán, R., Kato, K., Albus, D.

  This report is a first look at the before- and after-school care, programs, and activities of language minority children based on the National Household Education Survey: 2001. It describes the characteristics of the children and their before- and after-school care, programs, and activities, and also examines the relationship of some of these to school grades and school problems, two important outcome variables. The report also looks for the first time at the group of language minority...

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  Between two worlds: How young Latinos come of age in America

  1/19/10 - Pew Hispanic Center,

  "This report takes an in-depth look at Hispanics who are ages 16 to 25, a phase of life when young people make choices that-for better and worse-set their path to adulthood. For this particular ethnic group, it is also a time when they navigate the intricate, often porous borders between the two cultures they inhabit-American and Latin American. The report explores the attitudes, values, social behaviors, family characteristics, economic well-being, educational attainment and labor force...

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  Changes in the Black-White test score gap in the elementary school grades

  1/3/09 - Koretz, D., Kim, Y.

  In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study – Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across...

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  Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: Wave 2 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)

  1/19/09 - Elaine Carlson, Tamara Daley, Amy Shimshak, Jamee Riley, Brad Keller, Frank Jenkins, Joy Markowitz

  "PEELS includes a nationally representative sample of 3,104 children with disabilities who were ages 3 through 5 when the study began in 2003-04. The sample is divided into three age cohorts (A, B, and C) based on the children’s age at first data collection, ages 3, 4, and 5, respectively. The children will be followed through 2009. PEELS data were collected through several different instruments and activities, including a direct one-on-one assessment of the children, a telephone interview...

• Changing Students, Changing Teaching

  1/1/00 - Stodolsky, Susan S., Grossman, Pamela L.

  Educators are searching for effective ways to meet the challenges posed by increased cultural diversity among students. We explore this issue at the high school level where concerns about subject matter and student diversity intersect sharply. A case study approach, augmented by a large sample survey, is used to understand the dynamics of adaptation to a changing student population. We document adaptations in curriculum, instruction, and assessment made by math and English teachers. We...

• Characteristics of Emotional and Behavioral Disorders of Children and Youth

  1/1/93 - Kauffman, James M.