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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/24/09 - Heraldo Richards, Ayanna Brown, Timothy Forde, Equity Alliance at ASU

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

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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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  How Multiple Intelligences Theory Can Guide Teachers' Practices: Ensuring Success for Students with Disabilities

  1/5/09 - Edward Garcia Fierros, Equity Alliance at ASU

  This On Point was produced by the National Institute for Urban School Improvement (NIUSI). It is about the Gardner's multiple intelligences (MI) theory and it is implications for Special Education. This On Point applies to all students having Special Education services and families and teachers of people with disabilities. In MI theory, Gardner indicated that the intelligence of children (i.e., thinking, problem solving, and creating) is valued differently depending on the family and...

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  Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

  1/24/09 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU

  This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.

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  Transition Services for Youth with Disabilities

  1/5/09 - Phil Ferguson, Rick Blumberg, Equity Alliance at ASU

  One way to evaluate the effectiveness of transition services for students with disabilities is to take a look at the outcomes students are achieving. The purpose of this report is to present some important statistics that reveal how students with disabilities appear to be faring; to identify some strategies that appear to result in desirable outcomes; and to suggest some resources for further information about this topic.

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  A guide to analyzing data from the Family Outcomes Survey

  1/18/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

• Accountability Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

  1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

  The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

• Accountability, Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

  1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

  The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

• African American educators' perspectives on the advanced placement opportunity gap

  1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.

  This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses...

• 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...

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  Early interactions with children who are deaf-blind

  1/5/09 - Deborah Gleason

  This fact sheet presents numerous ways you can interact with your young child and offers practical suggestions for giving your child consistent sensory cues. This fact sheet suggests ways you can recognize and then respond to your child's responses and also includes techniques that encourage exploration of the environment.

• Eradicating the Achievement Gap: History, Education, and Reformation

  1/1/08 - Allen, Sharonda

  The article discusses how the achievement gap can be abolished through tracing the roots of public school education, a curriculum applicable to all students and through reform efforts of educators. Senior fellow of the J. McDonald Williams Institute defined achievement gap as examining differences in racial and socioeconomic factors affecting student achievement in U.S. schools. An overview of the suggestions for reform efforts of educators is offered. The author suggests that educators must...

• FOCUS ON MATHEMATICS

  1/1/06 - Rycik, James A.

  The article focuses on the teaching of mathematics in schools in the United States. A study related to the impact of the intimidation associated with gender stereotypes is discussed. An overview of a study completed by psychologist Matthew S. McGlone of the University of Texas is included. The study suggested that using prompts which remind students of their successes will help narrow the gaps in performance between men and women. Also discussed are the standards of the mathematical...

• Is No Child Left Behind 'Wise Schooling' for African American Male Students?

  1/1/03 - McMillian, Monique

  To improve achievement among African American students, education professions must pay special attention to African American male achievement and reframe the academic achievement gap as a treatment gap. Engagement studies suggest that African American students, and African American boys in particular, are susceptible to academic disengagement. Specifically, research (Steele and Aronson 1995; Osborne 1995) suggests that education professionals' "stereotypes about ability" are partly...

• Reversing the "standard" direction: Science emerging from the lives of African American students

  1/1/01 - Seiler, Gale

  Recognizing the persistent science achievement gap between inner-city African American students and students from mainstream, White society, this article suggests that the imposition of external standards on inner-city schools will do little to ameliorate this gap because such an approach fails to address the significance of the social and cultural lives of the students. Instead, it is suggested that the use of critical ethnographic research would enable educators to learn from the students...