Tag » socioeconomic

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  Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

  1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU

  The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...

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  Living the Dream in the Promised Land: Features of Highly Successful Schools that Serve Students of Color

  1/1/07 - Nancy J. Harris-Murri, Equity Alliance at ASU

  Millions of children historically have failed in American school systems, particularly children of color from urban and rural low socioeconomic status (SES). Schools cannot change poverty or the living conditions of those children, however schools can change ways to reach and teach all children. This exemplar summarizes the High Performance All Students Success Schools Model (HiPass Model), which describes features of highly successful high-poverty elementary schools as documented by Dr. Jim...

• A Closer Look at Black-White Mathematics Gaps: Intersections of Race and SES in NAEP Achievement and Instructional Practices Data

  1/1/02 - Lubienski, Sarah Theule

  A study investigated the disparities between white and African-American students' mathematics performance, with attention to interactions between race and socioeconomic status (SES). Data were obtained from the 1990, 1996, and 2000 National Assessment of Educational Progress. Although the results revealed substantial achievement gaps between African-American students and their white counterparts--such as 12th grade African-American students scoring below 8th grade white students--an analysis...

• 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...

• Advocacy as a Critical Role for Urban School Counselors: Working Toward Equity and Social Justice

  1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying

  The academic achievement gap of students of color and low-income students as compared to middle and upper socioeconomic students and White students has been clearly documented. Historically the long-standing role of the school counselor has contributed to the status quo of these inequities, inadvertently maintaining educational and social disparities. This has been reflected in school counselors' training, role or job descriptions, and actual practice. This article explores the need for a...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

• An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

  1/1/03 - Hughes, Sherick A.

  A study investigated the effect of ethnicity and socioeconomic status on the mathematics scores of third-grade students. Data were obtained from 687 students in an affluent city school district in North Carolina. Findings suggested that ethnicity and socioeconomic status had a significant effect on third-grade students' mathematics scores. Moreover, findings indicated that strong social forces sustained the achievement gap between African-American and white students, even when affluent...

• Beyond High School: An Examination of Hispanic Educational Attainment

  1/1/00 - Jasinski, Jana L.

  Low educational attainment has been a barrier to the advancement of Hispanic Americans in the United States, and a number of explanations for this have been suggested. One group of explanations centers around Hispanic Americans' use and exposure to English. A second group of explanations focuses more on socioeconomic disadvantages facing this population. Much of the research that looks at educational attainment among Hispanic Americans, however, does not consider Hispanic group differences...

• Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors

  1/1/06 - Noble, Kimberly G., Wolmetz, Michael E., Ochs, Lisa G., Farah, Martha J., McCandliss, Bruce D.

  Functional neuroimaging may provide insights into the achievement gap in reading skill commonly observed across socioeconomic status (SES). Brain activation during reading tasks is known to be associated with individual differences in children's phonological language skills. By selecting children of equivalent phonological skill, yet diverse socioeconomic backgrounds, we use functional magnetic resonance imaging (fMRI) to demonstrate that a child's experience, as operationalized by SES, can...

• Bridging the Gaps in Perspectives on Equity in Mathematics Education

  1/1/08 - Luienski, Sarah Theule, Guiterrez, Rochelle

  In this rejoinder, the authors further detail their positions on the role of gaps analyses in mathematics education research as outlined in the previous 2 articles. They clarify areas of agreement and probe areas of disagreement, focusing on the benefits and dangers they see in either emphasizing educational disparities between groups or shifting the focus to the advancement of particular groups. The authors discuss ways in which their backgrounds have shaped their differences in...

• Burden of acting neither White nor Black: Asian American identities and achievement in urban schools

  1/1/06 - Lew, Jamie

  Ogbu's theory of "burden of acting white" has been one of the most frequently cited studies to explain black and white achievement gap. However, emerging studies have argued that Ogbu's theory may be limited when examining variability of school achievement among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks, and school context may play a significant role when accounting for minority students' academic aspirations and...

• 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...

• 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 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...

• College Completion Gaps Between Blacks and Whites: What Accounts for Regional Differences?

  Kodrzycki, Yolanda K.

  Explores reasons for the differential college completion gaps by race across U.S. regions, focusing chiefly on adults between the ages of 25 and 34. Hypotheses; Determinants of college attendance and completion for blacks and whites; Differences in black-white socioeconomic status by region.

• Correlates of Mexican American students' standardized test scores: An integrated model approach

  1/1/07 - Morales, M. Cristina, Saenz, Rogelio

  The use of standardized testing to evaluate academic achievement is a widely debated topic. Despite controversies, standardized testing is used in all educational levels from elementary school to college entrance examinations. One of the ethnic groups particularly affected by this is the Mexican-origin population. An integrated model (individual, family, peer, and institutional factors) is used to enhance our understanding of the disparity in standardized mathematic test scores between...