more than 60 min

This study from the Stanford Institute for Higher Education Research found that the overwhelming majority (80%) of Hispanic and African American students surveyed planned to pursue some kind of post-secondary education, but misaligned K-16 systems are putting up barriers to college access. Furthermore, high school assessments do not measure the same skills and knowledge that colleges require for entry.

Initiative funded by the Department of Justice that provides technical assistance to juvenile courts, schools, law enforcement agencies, and others to support school discipline efforts.

This resource guide: 1) highlights the important role that superintendents and school leaders play as ambassadors for and implementers of safe and supportive school climate and discipline within their school districts and local communities; 2) offers possible district- and school-level action steps for initiating and enhancing local efforts to create safe and supportive school climate and discipline systems and practices; and 3) share promising practices and useful resources for implementing and sustaining safe and supportive school climate and discipline in collaboration with local stakeho

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.

Schott Foundation’s biennial report reflecting national data on the four-year graduation rates for Black males compared to other sub-groups.

Since 2004, the Schott Foundation for Public Education’s biennial reports on Black males in public education have documented that of all racial/ethnic and gender groups, Black males have been the least likely to secure a regular diploma four years after beginning high school. Unfortunately, the data in this 2015 publication, The Urgency of Now: The Schott Foundation 50 State Report on Black Males and Public Education, indicate that the same holds true this year.

The specific aims of the studies featured in this report are to (1) develop strategies to reduce exclusionary disciplinary practices that disproportionately impede the academic progress of black males; (2) establish culturally-relevant priorities for school-based, social-skills training programs targeting school-age black males by exploring delinquency-related factors that are related to educational outcomes; (3) establish priorities and best practices to control gang-related activity in schools, specifically highlighting strategies to cultivate an environment to help black males overcome v

This 2008 study by the Congressional Black Caucus Foundation examines factors that statistically improve educational outcomes for African-American males. These areas include personal and emotional factors, family factors, social and environmental factors, and school factors. The study also recommends policies to assist policymakers, educators, school advocates, and families to better understand these factors and increase academic success for school-age African-American males.

Challenge the Status Quo provides policy and practice solutions to ensure equitable resources, college and career readiness, and fair discipline practices for school-age Black males. Its purpose is to encourage educators, parents, and communities to challenge and change the way public education is offered to young Black males. The report concludes with specific recommendations for improving the education of Black males that aimed at each of these groups.

This study investigated the mathematics and racial identities of Black 5th through 7th grade boys who attend school in a southern rural school division. The data pool consisted of focus group interviews, mathematics autobiographics, review of academic records, and observations. Four factors positively contributed to mathematics identity: (a) the development of computational fluency by third grade, (b) extrinsic recognitions, (c) relational connections, and (d) engagement with the unique qualities of mathematics.