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  • Building The Movement To End Educational Inequity

    1/1/08 - Kopp, Wendy

    This article explores the efforts and success of the Teach for America (TFA) program. The author examines the disparities in education and achievement that exist between poor and affluent communities and claims that national policy and practice are not designed to combat the problems poor schools face. The author notes that TFA has shown that when students from poor schools are provided with the opportunities students from affluent communities have, they succeed. The author discusses the...

  • Calculus as a Catalyst: The Transformation of an Inner-City High School in Boston

    1/1/05 - Werkema, Rachel Deyette, Case, Robert

    Disparities in curricular offerings between poor, inner-city schools and their more affluent counterparts leave urban students at a disadvantage in terms of preparation for higher education and future job opportunities. Introducing more rigorous academic coursework into traditionally low-performing schools is one way to close this gap; however, the addition of advanced classes is only part of moving a school to a higher level of academic performance. Using a framework developed by Oakes, we...

  • Can Technology Narrow the Black-White Achievement Gap?

    1/1/05 - Beglau, Monica M.

    The significant gains that have been made in the achievement of African-American students in Missouri may be the result of a collaborative education program called enhancing Missouri's Instructional Networked Teaching Strategies (eMINTS), which uses technology to make a difference in student achievement. Focusing on the expectation that all students can attain higher performance levels, eMINTS includes mechanisms for increasing quality parental involvement and provides teachers with...

  • Closing Achievement Gaps: Roles and Tasks of Elementary School Counselors

    1/1/08 - Trusty, Jerry, Mellin, Elizabeth A., Herbert, James T.

    Achievement gaps among racial-ethnic and socioeconomic status groups are an enduring, pervasive, and multifaceted phenomenon. Therefore, efforts aimed at understanding and addressing these gaps must be developmentally and environmentally broad, involving numerous school counselor roles and tasks, including leadership, advocacy, collaboration, and strategic interventions. In this article, we first document achievement gap trends and then provide a framework for understanding and sequencing...

  • Closing the Achievement Gap: The Association of Racial Climate with Achievement and Behavioral Outcomes

    1/1/07 - Mattison, Erica, Aber, Mark

    This study investigated the relationship between school racial climate and students’ self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American ( n = 382) and European American students ( n = 1456) regarding their perceptions of racial climate. About 18% of the respondents...

  • Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes

    1/1/07 - Mattison, Erica, Aber, Mark S.

    This study investigated the relationship between school racial climate and students' self-reports of academic and discipline outcomes, including whether racial climate mediated and/or moderated the relationship between race and outcomes. Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate. About 18% of the respondents were...

  • Closing the Gap With Summer Reading

    1/1/09 - Metz, Steve

    The author emphasizes the value of summer reading programs to students. He claimed that summer learning or reading programs are an essential factor in student learning. He cited a research on the achievement gap between lower- and higher-income youth which can be attributed to access to summer learning programs. The author argued that summer reading should be an integral part of lifelong learning and personal growth.

  • Closing the Gap: Enhancing Student Outcomes in an Urban Professional Development School

    1/1/04 - Klingner, Janette K., Leftwich, Suzette, van Garderen, Delinda

    The purpose of this paper is to provide an account of changes in student achievement at one urban elementary school involved in an eight-year partnership with a University. The school first became involved with the University through a research project designed to support the school's efforts at restructuring and soon became a full-fledged Professional Development School (PDS). Students' scores on high-stakes assessment measures were the primary data sources. These scores are presented in...

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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...

  • Cultural and Interpersonal Factors Affecting African American Academic Performance in Higher Education: A Review and Synthesis of the Research Literature

    1/1/05 - Rovai, Alfred P., Gallien, Louis B., Jr., Wighting, Mervyn J.

    The disparity in educational outcomes between majority White and minority African American populations has become known as the African American achievement gap. The authors examine the under performance of African American university students by providing an overview of the major cultural, communication, and learning style characteristics of Black students and the schooling conditions and practices at predominantly White universities. By not teaching based on diversity, professors may be...

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    Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

    1/3/09 - National Center on Student Progress Monitoring,

    Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year large-scale randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year, large-scale, randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

  • Does school accountability lead to improved student performance?

    1/1/05 - Hanushek, Eric A., Raymond, Margaret E.

    The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear...

  • Elementary School Counselors and Teachers: Collaborators for Higher Student Achievement

    1/1/08 - Sink, Christopher A.

    In this article I contend that elementary school teachers need to work more closely with school counselors to enhance student learning and academic performance and to narrow the achievement gap among student groups. Research showing the influence that counselors can exert on the educational process is summarized. Using the American School Counselor Association's organization framework for structuring counseling and guidance programs, I also illustrate where the educative roles of teachers...

  • Equal Access to Content Instruction for English Learners: An Example from Science

    1/1/12 - Brown, Z.A. & DiRanna, K.

    Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education. This paper is about the importance of equal meaningful access to content instruction for English learners and how academic-language instruction through content...

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