This discussion examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining the author's views of culturally responsive teaching and how she incorporates cultural responsiveness in her writing to teach readers what it means. These general conceptual frameworks are followed by a discussion of some specific actions essential to its implementation.
more than 60 min
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.
This report summarizes the research on the achievement gap between white students and black and Hispanic students; highlights possible remedies for the gap; and suggests an approach that policymakers can use to weigh the various proposals for closing the gap.
Many studies have been conducted on the achievement gap, with most findings pointing to how school and family variables affect Black students’ achievement. Another body of work focuses on how social variables (i.e., peers) impact Black students’ achievement, including how accusations of “acting White” affect the performance of Black students and contribute to the achievement gap. The current descriptive and exploratory study extends this work by examining peer pressure among Black students identified as gifted (n = 166).
In the study, The Influence of Teaching Beyond Standardized Test Scores: Engagement, Mindsets, and Agency, authors analyze Tripod student survey data from 16,000 sixth to ninth grade classrooms during the 2013-14 school year. The report reveals how distinct components of teaching help students become more conscientious, more focused on preparing for the future, and more convinced that smart is something that you become by working hard.
This guide provides tools to assess and systematically address disparities in school discipline. It describes how to carry out a descriptive analysis of disparities in school discipline and how to conduct a root cause analysis to systematically address school-based factors that contribute to disparities.
In response and in support of the President's My Brother's Keeper Initiative (MBK), the U.S. Departments of Education (ED), Health and Human Services (HHS), Housing and Urban Development (HUD), and Justice (DOJ) are launching Every Student, Every Day: A National Initiative to Address and Eliminate Chronic Absenteeism to support coordinated community action that addresses the underlying causes of local chronic absenteeism affecting millions of children in our Nation's public schools each year.
In this archived webinar, WestEd’s Anthony Petrosino and Sarah Guckenburg describe their research on restorative justice, a non-punitive approach for dealing with conflict that’s transforming the disciplinary approaches in a growing number of schools. Petrosino and Guckenburg conducted interviews in the field, surveyed practitioners nationwide, and conducted a comprehensive literature review on restorative justice practices in the United States.
Recent literature has recognized the racial disproportionalities that exist in school discipline policies, special education practices, and tracking programs and curriculum with regard to African American male student achievement. Although ample studies have provided suggestive measures for how policy and practice can reform this epidemic, there exists a gap in the literature with respect to the provision of specific, strategic models for academic success among this demographic.
This report, sponsored by the New York Civil Liberties Union and the Safe Schools Coalition, discusses the use of excessive suspension in New York City Schools. The authors examine the effects of suspensions and police involvement in schools on all students, and specifically on African American and special education students. They provide recommendations that include ending the zero tolerance policy, mandating positive alternatives to suspension when appropriate, and increasing transparency around discipline and safety practices.