main
community
contact staff ecs twitter facebook
Minority/Diversity IssuesSelected Research & Readings (Additional Resources)
 
  MINORITY/DIVERSITY ISSUES
 
Selected Research & Readings
 African American
 American Indian / Alaska Native / Native Hawaiian
 Hispanic
 


At-Risk (incl. Dropout Prevention)
English Language Learner/Bilingual
High School--Dropout Rates/Graduation Rates
Postsecondary Students--Minority
Student Achievement


Recruiting Teachers of Color: A 50-State Survey of State Policies PDF - This report outlines the policy options available for recruiting teachers of color. A 50-state table indicates which states have selected each option, and individual state profiles offer more detail about each stateís teacher recruitment policies and programs. (Susie Bachler and Twanna LaTrice Hill, Education Commission of the States, January 2003)...

Minorities in Higher Education Twenty-Second Annual Status Report: 2007 Supplement - This special supplement to 2006ís 22nd edition presents the latest data on high school completion and college participation rates, educational attainment rates, and degrees conferred. In each case, information is included for the racial and ethnic groups for whom data is available for the years reported. (Bryan Cook and Diana Cordova, American Council on Education, 2007)...

Status and Trends in the Education of Racial and Ethnic Minorities - This report profiles current conditions and recent trends in the education of minority students. It presents a selection of indicators that illustrate the educational achievement and attainment of minority students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic and Asian ancestry subgroups. (Angelina KewalRamani, Lauren Gilbertson, Mary Ann Fox, and Stephen Provasnik, U.S. Institute of Education Sciences, 2007) ...

Connecting the Dots: Multi-Faceted Analyses of the Relationships between Student Engagement Results from the NSSE, and the Institutional Practices and Conditions That Foster - The purpose of this report is to determine the relationships between student engagement and selected measures of success in college for students from different racial and ethnic backgrounds attending different types of four-year colleges and universities. The report's findings include: (1) engagement has positive, modest effects on grades and persistence for students from different racial and ethnic backgrounds, even after controlling for key pre-college variables; and (2) engagement has compensatory effects on first-year grades and persistence to the second year of college at the same institution for historically underserved students. The authors argue that most institutions can foster greater levels of student engagement and success by more consistently using what this and other research shows are promising policies and effective educational practices. (George D. Kuh, Jillian Kinzie, Ty Cruce, Rick Shoup and Robert M. Gonyea, Center for Postsecondary Research, August 2006) ...

Closing the Racial Achievement Gap: The Role of Reforming Instructional Practices - This study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. The author concludes that instructional practices can affect within-school gaps but not between-school gaps and that the practices that make the most difference are in specific topic areas, such as instruction on measurement and working with data. (Harold Wenglinsky, Education Policy Analysis Archives, November 2004)...

Minority Students in Special and Gifted Education--Summary - Educators should provide minority students who are poorly prepared for school with high-quality instruction and social support in a general classroom before making a determination that special education is needed, according to this new report. Since 1975, when Congress passed the "Individuals with Disabilities Education Act" requiring schools to serve disabled students, children in some racial and ethnic groups have been placed in special education programs in disproportionately large numbers. The report examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement, and also considers whether disproportionate representation should be considered a problem. (Committee on Minority Representation in Special Education, M. Suzanne Donovan and Christoper T. Cross, Editors, National Research Council, 2002)...

At Home and in School: Racial and Ethnic Gaps in Educational Preparedness - This brief looks at conditions from early childhood through high school that contribute to or indicate educational achievement, focusing in particular on differences across racial/ethnic groups. The report finds that by almost every indicator, Hispanic and black children are at a disadvantage when compared to white and Asian children. Even though the data here is specific to California, it does have implications for other state policies. (Jennifer Y. Cheng, California Counts, vol. 3, no. 2, Public Policy Institute of California, November 2001)...

Bridging the Achievement Gap - This new book brings together the findings of renowned education scholars who show how various states, school districts and individual schools have lifted the achievement levels of poor and minority students. The most promising strategies include focusing on core academic skills, reducing class size, enrolling students in more challenging courses, administering annual achievement assessment tests, creating schools with a culture of competition and success, and offering vouchers in big-city school districts. (John E. Chubb and Tom Loveless, eds., Brookings Institution Press, 2002)...

BIA and DOD Schools: Student Achievement and Other Characteristics Often Differ from Public Schools - Students in the Bureau of Indian Affairs (BIA) school system have much lower academic achievement than students in public schools. These achievement problems are attributed to low family income, difficulty in recruiting and retaining administrative staff and problems with school facilities. On the other hand, the report found, Department of Defense (DOD) schools perform better than public schools. The academic achievement of DOD students generally exceeds that of elementary and secondary students nationwide; and on college admission tests, DOD students score at or near national averages. DOD school administrators indicated that nearly all their teachers are fully certified for the subjects or grade levels they teach and about two-thirds have advanced degrees. (General Accounting Office, September 2001)...


Selected Research & Readings Current

Print Friendly and PDF

4

Thank you, Issue Site Sponsors
pearson

 
Home  |  About ECS  |  Education Issues A-Z  | Research Studies  |  Reports & Databases  |  State Legislation  |  State Profiles  |  Projects & Institutes  |  Newsroom  |  Website User's Guide


Information provided by ECS combines the best of the most recent and useful research available. Should you have questions, please contact our Information Clearinghouse at 303.299.3675.

700 Broadway, #810 Denver, CO 80203-3442
Phone: 303.299.3600 | Fax: 303.296.8332
 
©2014 Education Commission of the States
www.ecs.org | ecs@ecs.org
Read our privacy policy