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- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...
- 1/1/09 - GÁNdara, Patricia, Rumberger, Russell W.
Background/Context: According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study: This article...
- 1/1/84 - Jane B. Schultz; Ann P. Turnbull
We believe in mainstreaming. Legislative, philosophical, and educational influences have contributed to the implementation of the mainstreaming concept. The major question teachers are posing has changed from why should we integrate handicapped students into our classes? to how can we do a better job integrating handicapped students? The book provides answers to the above questions.
- 1/1/04 - Ann Segal and Charles Bruner
This resource brief follows a question-and- answer format to discuss key issues that policy makers and advocates need to consider when designing and promoting universal pre-kindergarten initiatives.
- 1/1/09 - McGuire, J. K., Dixon, A., Russell, S.T.
Most of the research on student bullying and school safety focuses on high school students. In particular,
studies of harassment based on sexual orientation and gender identity or expression have rarely focused
on middle school students, nor have many studies examined school policies or strategies that make
middle schools safer.
In this research brief we use data from three middle schools in one school district in California to study
school safety for middle school students. Nearly every...
- 1/1/97 - Bankston Iii, Carl L., Caldas, Stephen J.
The article examines the question of how racial composition of schools affects educational outcomes of minority children in the United States. The article adds that if African American students show better performance in predominantly white or racially mixed schools, and if this cannot be accounted for by socioeconomic or other factors, it supports a traditional assimilationist perspective on African American education. One of the key issues in minority-majority relations is the issue of...
- 1/1/09 - Russell, S.T., Talmage, C., Laub, C., & Manke, E. , California Safe Schools Coalition
To document harassment and associated problems for youth and schools, we examine data from the 2001-2002 California Healthy Kids Survey (CHKS). The CHKS is designed by WestEd under contract from the California Department of Education and administered by school districts. The 2001-2002 data analyzed for this study included 7th, 9th, and 11th graders. A total of 237,544 students answered the question about whether they had been harassed or bullied at school because...
- 1/1/12 - Harr-Robins, J., Song, M., Hurlburt, S., Pruce, C., Danielson, L., Garet, M., and Taylor, J. , U.S. Department of Education
Study Background and Research Questions
Formerly excluded from measures of educational performance, students with disabilities (SWDs)
are now explicitly recognized in federal and state accountability systems. At the national level,
the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the
foundation for accountability of SWDs by requiring states to include these students in state and
district assessments and to report their participation...
- 1/1/08 - Fairbrother, Anne
This is a qualitative study in a school district in a large city in the Southwest in response to the research question, "What are staff and student expectations for, and assessment of, three 'at-risk' programs in this large school district?" Four thematic findings from observations and interviews in four classes in two high school alternative programs and one alternative high school over one semester are reported, concerning (a) commitment to the programs, (b) labeling of students, (c...
- 1/1/07 - Steinberg, Shirley R., Kincheloe, Joe. L.
- 1/23/10 - National Center for Learning Disabilities
This booklet reviews the basic components of any RtI process and includes questions you might want to ask your child’s school to learn more about their RtI process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.
- 1/1/08 - Campos, David
The article discusses how lessons taught to white and Asian students may eliminate the achievement gap. According to the author, social factors affect children of color including African American and Latino school children making them not as proficient as their white and Asian-American counterparts. An overview of the lesson plan reflecting questions on the students' personal experience that relate to social, political, and economic conditions is offered. The author suggests that teachers...
- 1/1/01 - Holcomb,Edie
- 1/1/03 - Lubienski, Sarah Theule
In the past, researchers concerned with educational achievement gaps sought to identify underlying causes of those gaps by examining deficiencies of students' home backgrounds. In reaction against this "blame the victim" approach, scholars have moved toward focusing on positive aspects of diversity. This article raises critical questions about the tradeoffs of framing all diversity as positive. The author contends that such framings divert attention from socioeconomic diversity and obscure...
- 1/1/99 - Hedges, Larry V., Nowell, Amy
Two questions of scholarly and public policy interest concerning the well-documented racial difference in scores on achievement tests are How much of the racial difference ("gap") can be attributed to social-class differences between Blacks and Whites? and How much has the racial gap changed over the past 30 years? To address these questions, the authors analyzed evidence from seven probability samples of national populations of adolescents from 1965-1996. The Ss were in their last year of...
- 1/1/06 - Spielhagen, Frances R.
Should all students study algebra in eighth grade? Would offering early access to algebra to all students help dose the achievement gap among minority populations? Traditional educational policies that provide eighth grade algebra to selected students raise questions about equitable access to advanced opportunities for all students. Even when access appears to be equitable throughout a school district's population, undetected lapses in equity may occur related to identification procedures...