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Author: James Samuel Coleman
Publisher: New York : Basic Books
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Author: James Samuel Coleman
Publisher: New York : Basic Books
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Author: Edmund W. Gordon
Publisher: Rowman & Littlefield
ISBN: 9780742542617
Category : Education
Languages : en
Pages : 372
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Book Description
In Supplementary Education, the editors argue that while access to schools that enable and expect academic achievement is a necessary ingredient for the education of students, schools alone may not be sufficient to ensure universally high levels of academic development. Supplemental educational experiences may also be needed. The idea of supplementary education is based on the assumption that high academic achievement is closely associated with exposure to family and community-based activities and learning experiences that occur both in and out of school in support of academic learning. For low income and some ethnic minority student groups, opportunities to participate in such activities are generally under-resourced and underutilized in comparison to the access to and participation in such activities by many European- and Asian- Americans from mid to high socio-economic backgrounds. This book makes the case for supplementary education. Specifically, it focuses on the need for universal access to high levels of academic achievement, and the challenge of reducing the 'achievement gap' that exists between Asian American and European American students and their African American, Latina/o, and Native American counterparts. Having posed the problem, the editors define the construct and provide in-depth descriptions of some of the more colloquial expressions of supplementation in after school care, youth development, and other forms of supplemental education. The editors close with a discussion of the emerging institutionalization and need for more thoughtful and rigorous research of the supplementary education movement.
Author: Steve Ventura
Publisher: ASCD
ISBN: 1416631208
Category : Education
Languages : en
Pages : 166
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Book Description
What if you had a collaborative process of looking at student data that could pinpoint student gaps in learning and suggest effective strategies to close those gaps? What if you knew not only what you should start doing to enhance student learning, but also what you should stop doing because it hasn't given you the hoped-for results? Enter Achievement Teams. This is not another program that's here today and gone tomorrow; it's a timeless approach that any school or district can replicate that focuses on the most significant variable in student achievement: teaching. In Achievement Teams, Steve Ventura and Michelle Ventura offer a framework based on John Hattie's Visible Learning research that makes teacher collaboration more efficient, rigorous, satisfying, and effective. Think of it as a systematic treasure hunt for best practices using real data on your students. The authors walk you through the Achievement Teams four-step meeting protocol: * In Step 1, teams focus on the evidence from a pre-assessment to provide specific feedback to students and teachers about concepts and skills that students did and did not learn. * In Step 2, teams use that evidence to establish SMART goals for both teachers and students. * In Step 3, teams summarize the collected data and make inferences around students' mastery levels. * In Step 4, teachers select high-impact strategies directly targeted to student needs. A post-assessment reveals what did and didn't work. The authors provide a plethora of resources along the way, including reflection activities to extend your thinking and a variety of helpful downloadable templates designed to facilitate the work. If you're a teacher or leader who is interested in maximizing student achievement, this book is for you.
Author: Richard Rothstein
Publisher: Teachers College Press
ISBN: 9780807745564
Category : Education
Languages : en
Pages : 210
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Book Description
Contemporary public policy assumes that the achievement gap between black and white students could be closed if only schools would do a better job. According to Richard Rothstein, "Closing the gaps between lower-class and middle-class children requires social and economic reform as well as school improvement. Unfortunately, the trend is to shift most of the burden to schools, as if they alone can eradicate poverty and inequality." In this book, Rothstein points the way toward social and economic reforms that would give all children a more equal chance to succeed in school. This book features: a summary of numerous studies linking school achievement to health care quality, nutrition, childrearing styles, housing stability, parental economic security, and more ; aA look at erroneous and misleading data that underlie commonplace claims that some schools "beat the demographic odds and therefore any school can close the achievement gap if only it adopted proper practices." ; and an analysis of how the over-emphasis of standardized tests in federal law obscures the true achievement gap and makes narrowing it more difficult.
Author: Reginald M. Clark
Publisher: University of Chicago Press
ISBN: 022622144X
Category : Education
Languages : en
Pages : 264
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Book Description
Working mothers, broken homes, poverty, racial or ethnic background, poorly educated parents—these are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with "school survival skills," a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusions lead to exciting implications for educational policy. If school achievement is not dependent on family structure or income, parents can learn to inculcate school survival skills in their children. Clark offers specific suggestions and strategies for use by teachers, parents, school administrators, and social service policy makers, but his work will also find an audience in urban anthropology, family studies, and Black studies.
Author: James S. Coleman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 294
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Book Description
Public and Private High Schools : the Impact of Communities compares the performance of students in public high schools with those of Catholic and private schools and examines the causes of those differences.
Author: Clay Campbell Ross
Publisher:
ISBN:
Category : Grading and marking (Students)
Languages : en
Pages : 84
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Book Description
Author: Roland William Zinns
Publisher:
ISBN:
Category :
Languages : en
Pages : 122
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Book Description
Author: James W. Lewis
Publisher:
ISBN: 9780998036205
Category : College applications
Languages : en
Pages : 240
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Book Description
College Admission-- How to Get Into Your Dream School: Real Students, Real Stories is a how-to guide for college-bound students and their families filled with personal, relevant guidance and useful information in the college search and application process. Students who have successfully joined the ranks of their dream schools share their own journeys and first-hand experiences that led them to college acceptance. Expert advice, tips, and pitfalls from high school counselors, college admissions officers, and the author's own observations in working with thousands of high school scholars provide an equal level of hope for all students as they identify and apply to their dream schools. Real stories and essay samples from real students pursuing a wide range of school options--from community colleges to the Ivy League--are what set this book apart. It is a relatable and rich resource for anyone looking to find his or her best-fit college or university.
Author: Amanda E. Lewis
Publisher: Oxford University Press
ISBN: 0190250879
Category : Social Science
Languages : en
Pages : 256
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Book Description
On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society.
