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Tag: equalization

Tag » equalization

  • Achieving Educational Equality Through Curriculum Desegregation

    1/1/90 - Gay, Geneva

    Deals with how to school curricula should be reformed to equalize educational opportunities for culturally different students in the U.S. Emergence of a dual system of access to knowledge and accountability for performance; Persistence of unequal learning opportunities; Discussion on the general pattern of curriculum; Direction of curricula development.

  • AFRICAN AMERICAN PARENTS IN THE SEARCH STAGE OF COLLEGE CHOICE

    1/1/06 - Smith, Michael J., Fleming, Michael K.

    A serious imbalance exists in today's African American undergraduate student population in which the number of women far outnumber the number of men. Although at the macro level, political, sociological, and economic forces frame this gender enrollment gap, scant research has explored microlevel influences such as parents and parenting. This study uses a qualitative methodology and Hossler's model of college choice to examine African American parent involvement during the search stage. The...

  • At Risk Children in Resegregated Schools: An Analysis of the Achievement Gap

    1/1/03 - Ipka, V. W.

    Historically, political and social forces have strategically converged to directly influence the formulation and implementation of education policies that seek to equalize educational opportunities for members of minority groups. Such has been the case with school desegregation efforts. Since the 1954 Brown Decision, powerful interest groups have sought and secured the assistance of the courts in providing legal support in abandoning desegregation initiatives. Unfortunately, fifty years...

  • Does equalization litigation effect a narrowing of the gap of value added achievement outcomes among school districts?

    1/1/01 - Peevely, Gary L., Ray, John R.

    A study investigated whether equalization litigation effects a narrowing of the gap of value added achievement outcomes among school districts. The value added student achievement levels of the school districts that were named as litigants in the Tennessee Small School Systems v. McWherter were compared to those districts that were not litigants. Results indicated that the litigant districts have not consistently improved or distanced themselves in any substantive way from the nonlitigant...

  • Examining disparities in mathematics education: Achievement gap or opportunity gap?

    1/1/07 - Flores, Alfinio

    The so-called achievement gap in mathematics is reframed as a problem of unequal opportunities to learn experienced by many low-income students and many Latino and African American students. First, data are presented showing striking and persistent differences on standardized tests among students of different ethnic groups, and socioeconomic levels. Then evidence is presented demonstrating that opportunities to learn mathematics are not equally distributed among all students. Specifically...

  • Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?

    1/1/07 - Flores, Alfinio

    The so-called achievement gap in mathematics is reframed as a problem of unequal opportunities to learn experienced by many low-income students and many Latino and African American students. First, data are presented showing striking and persistent differences on standardized tests among students of different ethnic groups, and socioeconomic levels. Then evidence is presented demonstrating that opportunities to learn mathematics are not equally distributed among all students. Specifically...

  • Intractable Self-Fulfilling Prophecies Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are refrained from integrating schools, to ensuring equal access in resegregated settings, to closing the performance gap. As seen through ecological theory (R. S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

  • Intractable Self-Fulfilling Prophecies: Fifty Years After Brown v. Board of Education

    1/1/04 - Weinstein, Rhona S., Gregory, Anne, Strambler, Michael J.

    The civil rights struggle for equal educational opportunity has yet to be achieved at the start of the 21st century. Inequality persists but problem and remedy are reframed-- from integrating schools, to ensuring equal access in resegregated settings, to closing the petformance. gap. As seen through ecological theory (K S. Weinstein, 2002b), complex, multilayered, and interactive negative self-fulfilling prophecies create or perpetuate educational inequities and unequal outcomes. Society has...

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    Migrant students: Resources for migrant children similar to other students but achievement still lags

    1/9/10 - Florida Advisory Committee,

    "The Florida Advisory Committee (Committee) submits this report as part of its responsibility to study pressing civil rights issues in the State and report on its findings. The Committee discussed its concerns about civil rights issues facing the migrant community in Florida and equal education opportunity in a series of planning meetings, and from those meetings decided to examine the educational resources provided to migrant children in the State. This is a report by the Florida Advisory...

  • Standards and Equity

    1/1/04 - Muller, Chandra

    The article focuses on the amount and content of knowledge the students get from learning in schools and addresses the issue of equality in education. Certainly, a natural source of the tension between family and school is in the objective of education in their society. The common school is a source of standard and the family a source of difference. The common school is conceived to teach all students, including those from immigrant families, a common language and curriculum. Setting...

  • Structural Inequities and the Achievement Gap in Urban Schools

    1/1/04 - Talbert-Johnson, Carolyn

    The achievement gap between African-American students and their peers in urban schools can only be eliminated through policies that offer equal access to well-qualified competent instructors. There is a need for culturally responsive teachers that are more aware of the academic and behavioral requirements of students in urban settings. A transformation of practices in teacher education programs is needed to make these programs places where preservice candidates learn to adopt pedagogies that...

  • The Achievement Gap: Issues of Competition, Class, and Race

    1/1/03 - Hunter, Richard C., Bartee, RoSusan

    The abolition of the achievement gap between racial majority and minority students will require more than the implementation of the principles proposed by the No Child Left Behind (NCLB) Act of 2001. Founded upon the market-based contextual framework of competition and choice in public education, standardized test scores, and the presumption of equal access and opportunity in schools and society, this act represents a flawed approach to the improvement of standards in public education...

  • The Clouded Crystal Ball: Trends in Educational Stratification

    1/1/01 - Alexander, Karl L.

    This paper presents the author's opinion on articles about educational stratification and inequalities in the 2001 issue of Sociology of Education. Things look the way they do in the U.S. owing to a school-quality floor that comes with a high standard of living. Different systems of certification involving examinations and licensing are embedded in different systems of schooling and must be understood by means of conceptualizations that respect the systemic context. But to claim that the...

  • A "Gap-Gazing" Fetish in Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - Guiterrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A "gap-gazing" fetish in mathematics education? Problematizing research on the achievement gap

    1/1/08 - Gutiérrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A different view of the IQ-achievement gap

    1/1/76 - Gordon, Margaret T.

    Investigated the relationship between children's IQ and scholastic achievement scores and race, occupational attainment, and social mobility of their parents. The IQ and achievement test scores of 1,102 Chicago area 5th and 6th graders--Black and White, middle- and working-class--were aggregated into 7 cohorts of approximately equal IQ scores. Within these cohorts differences in achievement emerged which could not be attributed to race- or class-linked intellectual discrepancies. Among Ss...

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