This report describes readiness and opportunity gaps in access to high quality early education. The report is organized into four main sections. The first describes the “readiness gaps” at kindergarten entry as of 2010. The remaining sections examine the extent to which there are “opportunity gaps” in the early care and education services that may be associated with those readiness gaps.
30 min or less
Dynamic website that allows users to review data on academic achievement of Black males by state.
On July 26, 2012 President Barack Obama released the Executive Order White House Initiative on Educational Excellence for African Americans. The purpose of the Executive Order is “to restore the country to its role as the global leader in education, to strengthen the Nation by improving educational outcomes for African Americans of all ages, and to help ensure that all African Americans receive an education that properly prepares them for college, productive careers, and satisfying lives.”
This article addresses two mind-sets that people can have about students’ intelligence: that intelligence is static or that it can grow. The author argues, “Only in growth mind-set cultures, where teachers and administrators are encouraged to fulfill their potential, will they be able to help their students fulfill their potential in schools that are free of bias.”
Bradley Scott, Ph.D., director of the IDRA South Central Collaborative for Equity, discusses some of the critical elements of Common Core State Standards that have not been addressed sufficiently, including lack of attention to: interventions for students already performing below grade level, a full range of support for English language learners, and information on how teachers should teach the standards.
Bradley Scott, director of the IDRA South Central Collaborative for Equity, outlines five priorities that the U.S. Department of Education has for the nation’s network of equity assistance centers: My Brother’s Keeper initiative, teacher equity plans, parent involvement, discipline guidance and dropout prevention.
The page defines terms related to race equity and desegregation.
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department. It presents the merits of cultural responsiveness in the management of diverse classrooms and offers some guidelines on how teaches can become more culturally responsive.
This tool guides educators through a series of 15 Likert-scaled questions designed to prompt self-reflection. Results will indicate the degree of receptivity to becoming culturally proficient.
Achievement gaps between Black and White students are featured in every major National Assessment of Educational Progress (NAEP) report card. The report, Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, examines achievement gaps more closely, and provides a detailed portrait of how achievement gaps and Black and White students’ performance have changed over time at both the national and state levels. This report uses data from two assessments—main NAEP and LongTerm-Trend (LTT).