Tag » economic
(59 Results) Page: 1 2 3 4
- 1/1/07 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda Steffel
Prior research has demonstrated that summer learning rooted in family and community influences widens the achievement gap across social lines, while schooling offsets those family and community influences. In this article, we examine the long-term educational consequences of summer learning differences by family socioeconomic level. Using data from the Baltimore Beginning School Study youth panel, we decompose achievement scores at the start of high school into their developmental...
- 1/7/10 - Pinkus, L.M.
Success in today’s global and entrepreneurial economy increasingly requires some form of postsecondary education or training. Yet too many students—particularly poor and minority students—leave the K–12 system without the knowledge and skills necessary for success after high school. The long-term implications of an inadequate education have social and economic consequences for individuals, the communities in which they live, and the nation as a whole. The challenge ahead is twofold...
- 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 - Lee, Jung-Sook, Bowen, Natasha K.
This study examined the level and impact of five types of parent involvement on elementary school children's academic achievement by race/ethnicity, poverty, and parent educational attainment. The sample comprised 415 third through fifth graders who completed the Elementary School Success Profile. Hypotheses from Bourdieu's theory of cultural capital were assessed with tests, chi-square statistics, and hierarchical regressions. Consistent with the theory, parents with different demographic...
- 1/1/09 - Partnership for 21st Century Skills
The CASe for 21ST CeNTury eduCATioN:
The success of US education in the 21st century depends upon student acquisition
of 21st century skills because:
1 Education is changing. We can no longer claim that the US educational results are
unparalleled. Students around the world outperform American students on assessments that
measure 21st century skills. Today’s teachers need better tools to address this growing problem.
2 Competition is changing internationally. Innovation and creativity...
- 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...
- 1/1/10 - The Center for the Future of Teaching and Learning for the Stuart Foundation and the Ready to Succeed Leadership Team
y the time children enter the foster care system, they are likely to have
experienced a variety of emotional, physical and psychological harms.
These accumulated hurts affect children to varying degrees. With caring
support and interventions, many can overcome the hurdles that (through no
fault of their own) have been placed in their way. Still, the path to a healthy,
happy adulthood is often arduous — with many of the most glaring difficulties
manifesting themselves in the...
- 1/1/01 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda S.
Are there socioeconomic differences in the seasonality of children's learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal...
- 1/1/07 - Levin, B. E. N.
The article discusses a conference that was held in June 2007 in Norway to discuss equity in educational opportunities and thereby close the achievement gap. In the U.S. is the No Child Left Behind Act (NCLB), which is designed to increase student achievement and in Europe is the Programme for International Student Assessment (PISA), which is meant to accomplish the same. It is noted that socioeconomic conditions are the most influential force influencing individual student achievement...
- 1/1/04 - Rumberger, Russell W., GÃ¡ndara, Patricia
The article provides an abridged version of a report prepared for the lawsuit, <i>Williams v. State of California</i>. The report first examines the achievement gap for English learners in California. Second, it reviews evidence in seven areas in which these students receive a substantially inequitable education vis-Ã -vis their English-speaking peers, even when those peers are similarly economically disadvantaged. Third, it documents the state's role in creating and perpetuating existing...
- 1/1/47 - Weber, M.
- 1/1/01 - Van Laar, Colette, Sidanius, Jim
In this paper the authors sketch several mechanisms by which low social status is transformed into low academic performance. Using the perspective of social dominance theory, the authors review 3 processes by which this transformation takes place. These processes include (1) the effects of lower economic, cultural, and social capital; (2) the effects of personal and institutional discrimination; and (3) reactions to low social status by members of low status groups. It is argued that members...
- 1/1/02 - Becker, Bronwyn E., Luthar, Suniya S.
Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social-emotional factors at multiple levels of influence that undermine academic performance. This article integrates ideas from various...
- 1/1/05 - Heyneman, Stephen P.
For half a century there have been reports that children of the poor or of some ethnic minorities on average perform worse in school. Some have suggested that these findings demonstrate a failing of education to reduce gaps in adult income and differences in adult socioeconomic status. This article reviews the research internationally and concludes that the debate is outdated. School children in the United States make up only 2 percent of the world's school children. When considering this...
- 1/1/01 - Willie, Charles Vert
A study examined the contextual impact of socioeconomic status on student achievement test scores by race. Data were obtained from black and white students in public elementary and middle schools in Charleston County, South Carolina, who performed above the national norm on the Metropolitan Achievement Test (MAT). Results revealed that, for both black and white students, the lowest proportion of students scoring above the national norm on the MAT was found in poverty-concentrated schools and...