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    Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

    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...

  • Immigration, Language, and Education: How Does Language Policy Structure Opportunity?

    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...

  • Mainstreaming Handicapped students: A guide for classroom Teachers

    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.

  • On the path to school Readiness: Key Questions to consider before Establishing Universal Pre-Kindergarten

    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.

  • School Safety for Middle School Students.

    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...

  • THE AMERICAN SCHOOL DILEMMA: Race and Scholastic Performance

    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...

  • The Economic Costs of Bullying at School

    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...

  • The Inclusion of Students with Disabilities in School Accountability Systems.

    1/1/12 - Harr-Robins, J., Song, M., Hurlburt, S., Pruce, C., Danielson, L., Garet, M., and Taylor, J. , U.S. Department of Education

    Executive Summary 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...

  • "They might need a little extra hand, you know": Latino students in at-risk programs

    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...

  • 19 Urban Questions: Teaching in the City

    1/1/07 - Steinberg, Shirley R., Kincheloe, Joe. L.
  • A Deeper Look at Deeper Learning

    3/1/14 - Kysilko, David

    Policy makers who want to support students must grapple with a thorny question: "How do we create education policies to prepare youth for the world they'll enter tomorrow when our imagination and thinking is often limited to the world we live in today?" Those who grapple with this essential question recognize a significant challenge: the world, its opportunities and its complexities - including speed of communication, development and use of technology, global connectedness, and other trends...

  • pdf

    A Family Guide to Response to Intervention (RtI)

    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.

  • pdf

    Amoretta Morris: Five Questions with Casey

    1/1/14 - Morris, A.

    Amoretta Morris is a senior associate for Family-Centered Community Change, a new Foundation effort partnering with three communities to improve academic and economic well-being for children by working with parents and their children simultaneously.

  • An Approach to Eradicating the Achievement Gap: Making Instruction Meaningful

    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...

  • Asking the right questions

    1/1/01 - Holcomb,Edie
  • Celebrating Diversity and Denying Disparities: A Critical Assessment

    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...

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