Tag » governance

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  Addressing Bullying and Harassment Matters

  1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU

  Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...

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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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  Culturally responsive coaching for inclusive schools: A guide to planning your LeadScape Coaching Dialogues

  1/13/10 - Mulligan, Elaine, Kozeski, Elizabeth B., Equity Alliance at ASU

  "NIUSI-LeadScape coaching consists of a series of structured, one-on-one, interactions between a coach and coachee aimed at enhancing the coachee’s effectiveness in developing inclusive school practices. These interactions can be face to face, by telephone, or combined with team meetings as required. Coaching can be used to support teachers, support personnel, instructional leaders, or school principals as needed to reinforce inclusive practices. Coaching addresses multiple layers of...

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  A matter of degrees: Preparing teachers for the Pre-K classroom

  1/30/10 - Marisa Bueno, Linda Darting-Hammond, Danielle Gonzales

  "Across the nation, states are investing substantial dollars in publicly funded, voluntary pre-kindergarten programs. These investments and initiatives come in response to research on brain development,1 accountability pressures to improve student achievement in elementary and secondary schools and strong evidence that high-quality pre-k can yield long-term benefits for children and society. The ultimate value of those investments, however, depends not only on the legislation that...

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  A next social contract for the primary years of education

  1/9/10 - Lisa Guernsey, Sara Mead

  "We, as a nation, are doing a very good job of squandering human potential and making life harder for all Americans as a result. This has to stop. If our government, at the local, state, and federal level, does not start investing in education systems that reach children before kindergarten, and if it does not get serious about providing children with high-quality instruction throughout the earliest years of their schooling, it is wasting taxpayer dollars, ignoring decades of research and...

• Achievement Gap vs. Acceleration

  1/1/04 - Johnsen, Susan

  The federal government's use of the phrase "achievement gap" to encourage policy, legislation, and state assessments is contrary to what educators in gifted education know is important to challenging gifted and talented students--acceleration. Although all children should be achieving at a level commensurate with their abilities, or at least at a minimum competency level, the concept of an "achievement gap" creates a "ceiling" so that the gap is reduced but at the expense of gifted and...

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  An Introduction to LeadScape

  1/13/09 - Elaine Mulligan

  Presentation designed to give an overview of the LeadScape principals project inlcuding support for professional development, technical assistance, ongoing coaching, and web-based tools.

• Analyzing the Minority Gap in Achievement Scores: Issues for States and Federal Government

  1/1/03 - Miller, G. Edward

  The No Child Left Behind Act of 2001 requires that states demonstrate a reduction in the test score minority gap over time but does not specify what methodology states must use to demonstrate this. The Act also requires that a measure of Adequate Yearly Progress be established by each state expressed in terms of the percent of students who achieve a level of "proficiency" on the state examination. While the most common methods used by states for analyzing the minority gap in test scores over...

• 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...

• Beginning Reading Instruction in Urban Schools: The Curriculum Gap Ensures a Continuing Achievement Gap

  1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.

  The article discusses literacy issues in U.S. urban schools, including the literacy achievement gap and the curriculum gap. The literacy achievement gap refers to the disparity in academic achievement between different groups. The curriculum gap refers to the current reforms related to early literacy instruction, resulting in the absence of or insufficient attention to curriculum elements critical for success in reading and writing. The measures taken by the government to address these...

• Beyond Black and White: The Model Minority Myth and the Invisibility of Asian American Students

  1/1/07 - Wing, Jean

  This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the “Model Minority Myth,” which says that Asians comprise the racial minority...

• Beyond Black and white: The model minority myth and the invisibility of Asian American students

  1/1/07 - Wing, Jean Yonemura

  This study of diverse Asian American students at a racially integrated public high school illustrates that the achievement gap is a multi-racial problem that cannot be well understood solely in terms of the trajectories of Black and white students. Asian American students demonstrated a high academic profile on average, but faced difficulties and failure in ways rendered invisible by widespread acceptance of the "Model Minority Myth," which says that Asians comprise the racial minority group...

• Building an early learning system: The ABCs of planning and governance structures

  1/1/04 - CharlesBruner, Mitchelle Stove Wrght; Barbara Gehbhard; Susan Hibbard

• Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

  1/1/08 - Gillborn, David

  The writer examines the nature of racial inequality in the English educational system by using an approach based on critical race theory. Focusing on the relative accomplishments of white school leavers and their black, African Caribbean peers, he contends that an uneven focus on students receiving free school meals has blurred long-standing inequalities. He also contends that the media increasingly portray whites as race victims, refocusing white people's interests in popular discourse...

• Coincidence or conspiracy? Whiteness, policy and the persistence of the Black/White achievement gap

  1/1/08 - Gillborn, David

  Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims...

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  Consolidation of Schools and Districts: What the Research Says and What it Means

  1/10/11 - Howley, C., Johnson, J., & Petrie, J.

  Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is...