Tag » current
(66 Results) Page: 1 2 3 4 5
- 1/1/06 - Carpenter, Dick M., II, Ramirez, Al, Severn, Laura
Analyzing data on 15,618 12th-grade students from the National Education Longitudinal Study, a study examined within-group differences in achievement across Latino, Caucasian, and African-American student populations. Findings revealed multiple achievement gaps within and between ethnic groups, with similar variables contributing to within-group achievement gaps across all three groups. Ethnicity did not alter the importance of certain variables in academic achievement, variables such as...
- 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."
- 1/1/98 - Campbell, James R., Beaudry, Jeffrey S.
Gender equity, especially in technical areas involving mathematics, is the focus of much current research. There are three explanations offered for gender inequities: biological causes, greater variability among male students, and cultural causes. High-achieving 11th-grade mathematics students (330 boys, 213 girls) who participated in the Longitudinal Study of American Youth (LSAY) were studied. Campbell's differential socialization paradigm was used as a theoretical framework. The results...
- 1/1/03 - Jordan, Will J., Cooper, Robert
An infusion of federal funding and philanthropic support for high schools has sparked an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing Black male students. Despite efforts to reform ineffective schools and foster academic achievement for all students, there continues to be a lingering gap between affluent and poor as well as White and Black subgroups. This article explores the complexities of these issues. The authors examine the...
- 1/1/08 - Konstantopoulos, Spyros, Hedges, Larry V.
Background/Context: Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform...
- 1/1/08 - Cohen, Geoffrey L., Garcia, Julio
In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and interact with other factors in chronically...
- 1/1/96 - Reschly, D. J.
- 1/1/07 - Torney-Purta, Judith, Barber, Carolyn H., Wilkenfeld, Britt
Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as...
- 1/1/12 - Goe, L., Biggers, K., and Croft, A. , U.S. Department of Education
Recently, teacher evaluation has become
a major focus in educational policy debates and research efforts. This increased attention
to teacher evaluation has raised questions about the relationship between evaluation and
student outcomes. Rivkin, Hanushek, and Kain (2005) and others have demonstrated with value-added research that there are sizeable differences among teachers in their ability to help students learn at high levels—not just across schools but within schools. These...
- 1/2/10 - Southern Education Foundation,
"Mississippi is the only Southern state that has no statesupported pre-kindergarten (Pre-K) program. This brief reviews how Mississippi is falling behind other states in the Deep South in early childhood education; why Mississippi needs a Pre-K program now; options for how the state can finance such a program; and current opportunities (even in economic hard times) for Mississippi to begin to build on existing assets to establish a Pre-K program for the benefit of all Mississippians in the...
- 1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite
The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school...
- 1/1/06 - Learning Point Associates
This article presents initial findings of a case study focusing on data use in five
low-performing urban high schools undergoing comprehensive schoolwide reform.
The case study investigates: (a) the ways in which disaggregated data can be used to
examine progress and guide improvement in the process of restructuring urban,
low-performing high schools; (b) factors and conditions that either promote or act as
barriers to data use; and (c) the policy and practice implications of achieving...
- 1/1/07 - Ladson-Billings, Gloria
Part of a special issue celebrating the 75th anniversary of The Journal of Negro Education. There has been an intense focus on the achievement gap that exists between African American, Latino, and other students of color and their white counterparts, but this discourse keeps everyone locked in the deficit paradigm. The current concern with an achievement gap is substantive and semantic, does not take into account the other gaps that plague the lives of poor children of color, and suggests...
- 1/8/10 - National Dissemination Center for Children with Disabilities
How does IDEA ensure that families have meaningful opportunities to participate? That will be the focus of this Q&A— the solid foundation IDEA provides for parental involvement. The Q&A concludes with a Resources section, to connect you with information on parent involvement, including current efforts to build strong partnerships between schools and families.
- 1/1/05 - Bassett, Patrick F.
Discusses how schools should be redesigned to prepare students for the 21st century. How to close the gap between high-quality education for the 21st century and current education standards; Characteristics of a great school, including proficiency, fluencies, multicultural literacy, and high-quality performance; Idea that successful schools organize and assess themselves and their instructional system; Suggestions for initiating educational change in the United States.
- 1/1/96 - Pugach, M. C.