Tag » current

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  Immigration Then and Now: Old Face, New Story

  1/5/09 - Rene Galindo, Equity Alliance at ASU

  This paper is one of the brief practitioner oriented pamphlets called On Points produced by the National Institute for Urban School Improvement (NIUSI). The current wave of immigration is creating such an upheaval, and caught in this emotional jumble are first generation immigrant students. These students are being raised and educated in the United States and are developing understandings of their place within the nation and what it means to be an American. This On Point is designed to...

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  Principals of Inclusive Schools

  1/10/09 - Christine Salisbury , Gail McGregor, Equity Alliance at ASU

  School leaders play an important role in promoting and sustaining change in schools. Without their efforts, schools cannot change or improve to become places where all students are welcome, and where all students learn essential academic and non-academic lessons in preparation for life in the community. Nowhere is this initiative more important than in urban schools where many students have been left behind, shunted aside, or asked to learn with poor or inadequate buildings, materials, and...

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  Professional Learning for Culturally Responsive Teaching

  1/14/10 - Kathleen A. King, Alfredo J. Artiles, Elizabeth B. Kozleski, Equity Alliance at ASU

  Professional learning for culturally responsive teaching has the potential to address achievement gaps across ethnic groups and disproportionate representation in special education for students from culturally and linguistically diverse backgrounds. This Equity In Action has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to professional learning and (b) to provide guidelines for professional learning for culturally responsive teaching, as well as...

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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...

• Entre la Espada y la Pared: Critical Educators, Bilingual Education, and Education Reform

  1/1/05 - Olivos, Edward M., Quintana de Valladolid, Carmen E.

  From the perspective of two practitioners who have been influenced by work in the area of critical pedagogy and critical theory, this article examines bilingual education, education reform, and the achievement gap in relation to Latino English Language Learners. The authors integrate personal experiences as they examine underlying assumptions of class, race, and asymmetrical power relations in current education policy and classroom practice. They argue that, despite feelings of being...

• A Closer Look at Black-White Mathematics Gaps: Intersections of Race and SES in NAEP Achievement and Instructional Practices Data

  1/1/02 - Lubienski, Sarah Theule

  A study investigated the disparities between white and African-American students' mathematics performance, with attention to interactions between race and socioeconomic status (SES). Data were obtained from the 1990, 1996, and 2000 National Assessment of Educational Progress. Although the results revealed substantial achievement gaps between African-American students and their white counterparts--such as 12th grade African-American students scoring below 8th grade white students--an analysis...

• Accountability in a Postdesegregation Era: The Continuing Significance of Racial Segregation in Florida's Schools

  1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara

  In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...

• 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...

• African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement

  1/1/06 - Stinson, David W.

  The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key...

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  America’s perfect storm: Three forces changing our nation’s future

  1/3/09 - Kirsch, I., Braun, H., Yamamoto, K., Sum, A.

  This report “looks at the convergence of three powerful sociological and economical forces that are changing our nation's future: (a) substantial disparities in skill levels (reading and math); (b) seismic economic changes (widening wage gaps); and (c) sweeping demographic changes (less education, lower skills). (The authors show that) there is little chance that economic opportunities will improve among key segments of our population if we follow our current path. To date, educational...

• Another Look at the Achievement Gap

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Another look at the achievement gap: Learning from the experiences of gifted black students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Another Look at the Achievement Gap: Learning From the Experiences of Gifted Black Students

  1/1/08 - Ford, Donna Y., Grantham, Tarek C., Whiting, Gilman W.

  Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students' achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students' achievement, including how accusations of "acting White" affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students...

• Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts.

  1/1/92 - Brownell, M. T. and S. W. Smith