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Author: Reginald M.. Clark
Publisher:
ISBN:
Category :
Languages : en
Pages : 249
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Book Description
Author: Reginald M.. Clark
Publisher:
ISBN:
Category :
Languages : en
Pages : 249
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Book Description
Author: Ulric Neisser
Publisher: Routledge
ISBN: 1135877173
Category : Education
Languages : en
Pages : 206
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Book Description
Lower school achievement of minority children is usually explained by projecting "deficits" upon the children -- deficits that are attributed to genetic or environmental causes. In contrast with tradition, the contributors to this book demonstrate how group differences in academic accomplishment and test scores are affected by cultural factors and standard educational practices as well.
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: Christopher Jencks
Publisher: Brookings Institution Press
ISBN: 9780815746119
Category : Education
Languages : en
Pages : 546
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Book Description
" The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Author: Ruby Takanishi
Publisher: Teachers College Press
ISBN: 0807774081
Category : Education
Languages : en
Pages : 209
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Book Description
Challenging policymakers, educators, reformers, and citizens to replace piecemeal reforms with fundamental redesign, First Things First! calls for a different way of organizing the American primary school. Ruby Takanishi outlines a new framework for integrating early education with primary education (pre-K–5), including both short- and long-term strategies, that starts with 3- and 4-year-olds. Featuring portraits of primary schools that have successfully integrated pre–K, the book includes resources on dual-language learners, dual-generation family engagement, effective philanthropy, rethinking advocacy, and more. The book centers on four basic questions: Why should the United States design a new primary school as children’s first, widely shared educational experience? How can the educators of the new primary school use new knowledge about how children learn to improve their practice? What will it take to create a new primary school that educates all children well? How can the design of the new primary school reflect demographic, social, linguistic, and cultural changes and adapt to the requirements of a global economy? First Things First! reframes the basic structure of traditional primary education, challenging us to get the early years of a 21st-century public education system off to a new and stronger start. “The vision of a new primary school model in this book should be studied by all workers in the fields of education, human development, and social policy. The scholarship in this book is impeccable and the arguments advanced by this leading scholar are most convincing. Further, the book is beautifully written.” —Edward Zigler, Sterling Professor of Psychology Emeritus, Yale University “Takanishi makes a compelling case that enabling all American children to achieve their potential requires both expansion of high-quality preschool and fundamental changes in how our public elementary schools serve young students.” —Sara Mead, Bellwether Education Partners “Dr. Takanishi has laid out a vision and approach to schooling that is comprehensive, forward-looking, and versed in strong evidence. This is must-reading for educators, leaders, policymakers, and researchers.” —Arthur Reynolds, University of Minnesota
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: Jaekyung Lee
Publisher: Oxford University Press
ISBN: 0190217642
Category : Education
Languages : en
Pages : 457
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Book Description
Through the lens of interdisciplinary and systems perspectives, The Anatomy of Achievement Gaps offers an expert critical analysis of the underachievement problems plaguing the American education system today. By providing a blueprint to meet these challenges, Jaekyung Lee both evaluates and informs American educational policies with a new model of achievement for preschool through college-aged students.
Author: James S. Coleman
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 754
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Book Description
Author: H. Richard Milner
Publisher: Harvard Education Press
ISBN: 1612507883
Category : Education
Languages : en
Pages : 277
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Book Description
In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students’ lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices—at district and school levels, and in individual classrooms—for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner’s astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty—and how they can best serve these students in their schools and classrooms.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309170184
Category : Education
Languages : en
Pages : 300
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Book Description
This volume summarizes a range of scientific perspectives on the important goal of achieving high educational standards for all students. Based on a conference held at the request of the U.S. Department of Education, it addresses three questions: What progress has been made in advancing the education of minority and disadvantaged students since the historic Brown v. Board of Education decision nearly 50 years ago? What does research say about the reasons of successes and failures? What are some of the strategies and practices that hold the promise of producing continued improvements? The volume draws on the conclusions of a number of important recent NRC reports, including How People Learn, Preventing Reading Difficulties in Young Children, Eager to Learn, and From Neurons to Neighborhoods, among others. It includes an overview of the conference presentations and discussions, the perspectives of the two co-moderators, and a set of background papers on more detailed issues.
