Tag » suggests

• Closing the achievement gap: The association of racial climate with achievement and behavioral outcomes

  1/1/07 - Mattison, Erica, Aber, Mark S.

  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 Using the Racial Climate Survey-High School Version (M. Aber et al., unpublished), data were gathered from African American (n = 382) and European American students (n = 1456) regarding their perceptions of racial climate.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 were...

• Closing the gap through professional development: Implications for reading research

  1/1/07 - Doubek, Michael Brandon, Cooper, Eric J.

  Part of a special section on defining, identifying, and addressing the literacy achievement gap. The work of the National Urban Alliance for Effective Education, a nonprofit advocacy organization that engages with school communities through professional development to build relationships with all stakeholders, suggests it is important to examine current research in reading in order to examine the fundamental question of closing the achievement gap across subject areas. Research should...

• Combating gender disparity in education: guidelines for early childhood educators

  1/1/98 - Evans, Karlin S.

  Researchers have noted that gender inequity exists in early school settings. This inequity is apparent in student-teacher interactions, student-student interactions, and children's literature. Suggestions to help current or prospective teachers combat gender inequity in early elementary classrooms via nonbiased literature, nonbiased play, and nonbiased curriculum are provided, and an assessment of nonbiased curriculum is offered.

• 

  Comprehensive school reform: Meta-analytic evidence of Black-White achievement gap narrowing

  1/9/10 - Kevin M. Gorey

  "This meta-analysis extends a previous review of the achievement effects of comprehensive school reform (CSR) programs (Borman, Hewes, Overman, & Brown, 2003). That meta-analysis observed significant effects of well endowed and well-researched programs, but it did not account for race/ethnicity. This article synthesizes 34 cohort or quasi-experimental outcomes of studies that incorporated the policy-critical characteristic of race/ethnicity. Findings: compared with matched traditional...

• 

  Consolidation of Schools and Districts: What the Research Says and What it Means

  1/10/11 - Howley, C., Johnson, J., & Petrie, J.

  Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is...

• CritCritical Issues in School Reform: A Community of Learners: Souhegan High School

• CritCritical Issues in School Reform: Making Teaching Public: Pasadena High School

• CritCritical Issues in School Reform:Looking at Student Work: A Window into the Classroom

• CritCritical Issues in School Reform:Reflecting of Teaching Practice- Part 1 ( Mathmatics )

• CritCritical Issues in School Reform:Reflecting of Teaching Practice- Part 2 ( Science)

• Critical Issues in School Reform: Baltimoreans United in Leadership Development

• Critical Issues in School Reform: The Pattonville District

• Critical Issues in School Reform:The Patrick O'Hearn School

• Different, Not Better: Gender Differences in Mathematics Learning and Achievement

  1/1/08 - Geist, Eugene A., King, Margaret

  This article reviews the assessment data, literature and research on gender differences in mathematics. The question of whether boys are better at mathematics has been an issue in education for the past 5 years. The assumption is that there is a biological difference between boys and girls that make boys predisposed to do better in mathematics. Data from the National Assessment of Educational Progress disputes this assumption. The NAEP shows a gap of only 2 points between girls and boys and...

• Disentangling the racial test score gap: Probing the evidence in a large urban school district

  1/1/07 - Stiefel, Leanna, Schwartz, Amy Ellen, Ellen, Ingrid Gould

  We examine the size and distribution of the gap in test scores across races within New York City public schools and the factors that explain these gaps. While gaps are partially explained by differences in student characteristics, such as poverty, differences in schools attended are also important. At the same time, substantial within-school gaps remain and are only partly explained by differences in academic preparation across students from different race groups. Controlling for differences...

• Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

  1/1/09 - Fiscella, Kevin, Kitzman, Harriet

  Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child...