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• Beyond the Laboratory: Evaluating the Survey Evidence for the Disidentification Explanation of Black-White Differences in Achievement

  1/1/04 - Morgan, Stephen L., Mehta, Jal D.

  The black-white gap in achievement, as measured by performance on standardized tests, has received considerable attention from researchers in the past five years. Claude Steele's stereotype threat and disidentification mechanism is perhaps the most heralded of the new explanations for residual racial differences that persist after adjustments for social background are performed. Analyzing data from the National Education Longitudinal Study, we found qualified support for portions of the...

• Boosting inclusion in after school activities with AT and supplemental services

  1/1/06 - National Center for Technology Innovation,

  NCTI has suggestions for how assistive and accessible technologies and other supplemental services can help make activities more inclusive for students with special needs.

• 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...

• Cambodian Invisibility: Students Lost between the "Achievement Gap" and the "Model Minority"

  1/1/08 - Wallitt, Roberta

  This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and...

• Caring Closes the Language-Learning Gap

  1/1/09 - Borba, Mary

  The article discusses how relationships between schools and families of English language learners (ELLs) can affect academic achievement and parental participation in education. The author notes achievement gaps between ELLs and English speakers and discusses how parental involvement in education improves achievement. She recommends the use of bilingual personnel and translation of school documents to improve conditions for parents of ELLs and suggests that parent education programs offering...

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  Challenging common myths about young English language learners

  1/5/09 - Linda Espinosa

  This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their...

• Changing Students, Changing Teaching

  1/1/00 - Stodolsky, Susan S., Grossman, Pamela L.

  Educators are searching for effective ways to meet the challenges posed by increased cultural diversity among students. We explore this issue at the high school level where concerns about subject matter and student diversity intersect sharply. A case study approach, augmented by a large sample survey, is used to understand the dynamics of adaptation to a changing student population. We document adaptations in curriculum, instruction, and assessment made by math and English teachers. We...

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  Child and Program Characteristics of the North Carolina More at Four Pre-kindergarten Program: Year 1 (January - June 2002)

  1/5/09 - Ellen S. Peisner-Feinberg

  The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the...

• Closing the Achievement Gap in Math: The Long-Term Effects of Eighth-Grade Algebra

  1/1/06 - Spielhagen, Frances R.

  Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade algebra, once traditionally reserved for select populations. This study examined long-term academic outcomes for students who did or did not enroll in...

• Closing the Achievement Gap Through Teacher Collaboration: Facilitating Multiple Trajectories of Teacher Learning

  1/1/07 - Levine, Thomas H., Marcus, Alan S.

  How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? The second approach-promoting multiple trajectories of learning among groups of teachers-has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

• Closing the achievement gap through teacher collaboration: Facilitating multiple trajectories of teacher learning

  1/1/08 - Levine, Thomas H., Marcus, Alan S.

  How should district and school leaders improve education for students traditionally underserved by public education: by increasing control over teaching and curriculum, or by empowering groups of teachers to have more collective autonomy, responsibility, and opportunities for professional learning? second approach--promoting multiple trajectories of learning among groups of teachers--has advantages, as well as some challenges, as a means of closing various achievement gaps. Sociocultural...

• Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

  1/1/06 - Cooper, Jennifer A., Schleser, Robert

  The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

• Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

  1/1/06 - Cooper, Jennifer A., Schleser, Robert

  The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

• Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

  1/1/06 - Cooper, Jennifer, Schleser, Robert

  The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement...

• Closing the Achievement Gap: How Gifted Education Can Help

  1/1/06 - Ford, Donna Y.

  The writer discusses how gifted education can help close the achievement gap. She suggests that the underrepresentation of black and Latino students in gifted education should be discussed in efforts to both understand and close the achievement gap, asserts that too little attention has been paid to the achievement gap problem in gifted education, and proposes that although dozens of variables have been reported as contributing substantively to the achievement gap, increasing access to...

• 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...