The study analyzes reported differences in school climate by students in successful versus unsuccessful schools and how school climate and personnel resources are related to academic success. It concludes with practical implications of these findings for improving the academic performance of schools.
In this 90-minute webinar, researchers describe their study on restorative justice in U.S. schools. They conducted interviews with over 40 experts in the field, surveyed over 150 practitioners nationwide, and conducted a comprehensive literature review. Their research goals were to learn about current practices, essential elements of implementation, and provide recommendations for future research on restorative justice in K-12 settings.
The Great Lakes Comprehensive Center partnered with the Michigan Department of Education to plan and conduct a multi-generational panel of African American males to: 1) Learn how the state education agency can promote better academic outcomes for African American males in future generations; 2) Develop a deeper understanding of the black male experience in public schools; 3) Inform policy and funding decisions based on a seldom heard collective voice; and 4) Create a more positive narrative of African American men and boys.
A toolkit designed to accompany the Michigan Model Code of Student Conduct and provide guidance on enacting culture change in K-12 schools and addressing behavioral concerns using non-exclusionary methods.
This report addresses the following questions: 1) How do score gaps in 2009 mathematics and reading performance compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series? And 2) How do Hispanic and White scores and gaps in mathematics and reading at the state level compare to the national scores and gaps in 2009?
This NAEP report presents descriptive information on the relationships among the percentage of students in a school who are Black, the Black–White student academic performance gap, and student achievement.
This website features resources based on National Assessment of Educational Progress (NAEP) data addressing: 1) School Composition and the Black-White Achievement Gap; 2) Hispanic-White Achievement Gap Performance; and 3) Black-White Achievement Gap Performance An executive summary and full report are included for each report. Additional resources are also offered, such as data tables, data highlights, and FAQ’s.
REL West staff have searched selected databases for relevant resources and developed a references list of resources that are relevant to the request. This memo includes: 1) Research reports and policy-oriented articles about factors associated with, as well as interventions for closing the achievement gap, and 2) Relevant organizations that focus on the issue of the achievement gap in K–12 settings. Citations include a link to a free online version when available. Citations are accompanied by an abstract, excerpt, or summary written by the author or publisher of the article.
REL Midwest received a request for information on state initiatives to address achievement gaps. Following an established REL Midwest research protocol, we conducted a search for descriptive and policy-oriented briefs and articles on achievement gaps. For the search, we identified resources that addressed the gaps that persist for racial/ethnic minorities, English language learners (ELLs), students with disabilities (SWDs), students from families with low socioeconomic status, and young female and male students.
REL Midwest received a request for information on evidence-based research/guidance on how to close achievement gaps in middle schools and high schools. Following an established REL Midwest research protocol, we conducted a search for research reports as well as descriptive and policy-oriented briefs and articles on closing achievement gaps. We focused on identifying resources that specifically addressed high school and middle school gaps.