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At-Risk (incl. Dropout Prevention)
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Student Achievement
Student Achievement--Closing the Achievement Gap


The Progress of Education Reform: Closing the Achievement Gap PDF - This issue of The Progress of Education Reform provides summaries of the latest research on the causes, dimensions and effects of the achievement gap, along with links to other sources of information. (Suzanne Weiss, The Progress of Education Reform, vol. 4, no. 1, Education Commission of the States, March 2003)...

Economic Impact of the Nation's Historically Black Colleges and Universities - This study documents the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62% of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companies. Additionally, the total employment impact of the 101 HBCUs included 180,142 total full- and part-time jobs in 2001. The report includes templates that can easily be used to update impact estimates for subsequent years as new Integrated Postsecondary Education Data System data become available. (Jeffrey Humphreys, National Center for Education Statistics, October 2006) ...

Public Education and Black Male Students: A State Report Card - The graduation rate for African American males in the United States was 41% in 2001-2002, compared with 70% for white students. This high rate of failure in educating African American males has many negative consequences at the individual and societal levels. The report compares graduation rates between white and black males by state, and by district for those districts with enrollments of at least 10,000 African American males. Detailed reports for 21 states can be found starting on page 17, comparing information such as 8th and 4th grade NAEP scores and inequities in discipline and special education. (The Schott Foundation for Public Education, 2004)...

Are the NCTM Standards Reaching All Students? - This paper examines mathematics achievement among 4th, 8th and 12th graders, comparing African American and white students from high and low socioeconomic status (SES). Despite recent mathematics achievement increases, race- and SES-related gaps persist. While some classroom experiences were consistent with the National Council of Teachers of Mathematics (NCTM) Standards – group work and manipulative use – other aspects of mathematics instruction – the role of calculators, type of assessment used and teacher emphasis on reasoning – were found to correlate with both SES and race. NCTM Standards are being implemented more frequently for white, middle-class students. More effort is needed to enhance the mathematical problem-solving skills of lower-SES and African American students. (Sarah Theule Lubienski, Iowa State University, April 2001)...

Charter Schools and Race: A Lost Opportunity for Integrated Education - This report examines charter schools’ impact on desegregation, finding that African American students enroll in disproportionately high numbers and attend minority-dominated schools at much higher rates than in noncharter public schools. The authors argue charter schools have the potential to create integrated schools, and efforts should be made to improve the racial balance. Recommendations include supplying full information to all families, providing free transportation for students and eliminating admissions screening. The authors list charter school desegregation legislation for a number of states, along with charter school enrollment figures starting on page 22. Page 33 contains a chart illustrating white isolation and exposure to African American students in select states. (Erica Frankenberg and Chungmei Lee, The Civil Rights Project at Harvard University, July 2003)...

Highlights from the ETS African American Education Seminar - The seminar notes include several papers. The first proposes affirmative student development be aimed at all economically disadvantaged and undereducated students, regardless of race. The paper by Ellen Frede analyzes preschool programs for low-income children. It finds that in three such programs the initial costs were far less than the overall societal savings, due to decreased reliance on welfare and special education programs, lower rates of arrest and higher levels of high school graduation, college participation, income and home ownership. The paper by Jacqueline Jordan Irvine discusses African American teachers’ perceptions of their role as teachers of African American students. The final section announces the creation of the Edmund W. Gordon Chair for Policy Evaluation & Research at ETS. (Educational Testing Service, Spring 2004)...

Kids Count Pocket Guide: African American Children - This report uses U.S. Census Bureau data to provide a state-by-state measure of well-being for African American children. A number of factors are examined, including demographics, household makeup, income and poverty, employment, education and neighborhood characteristics. (The Annie E. Casey Foundation, 2003)...

Status and Trends in the Education of Blacks - This report provides statistics on numerous indicators on the experience of blacks in American education, including demographic characteristics; pre-K-12 participation, persistence, academics, family involvement and student behaviors; postsecondary participation and completion; and outcomes of education. (Kathryn Hoffman, Charmaine Llagas and Thomas D. Snyder, National Center for Education Statistics, September 2003)...

School Relationships Foster Success for African-American Students - According to this report from ACT, a strong relationship with a teacher, counselor or administrator in high school can help propel students to college or other postsecondary education. However, research shows that African-American students are less likely than their white peers to develop the type of bond with an adult at school that facilitates college-going and the report suggests this gap in forming relationships may be one reason why African-American students are not attending college at the same rate as their white peers.(George L. Wimberly, ACT, 2002) ...


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