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Discipline that Does No Harm: Improving Academic Outcomes for African-American Male Students

The prevalence of disciplinary practices that negatively impact African-American male students was reported in March 2012 by the U.S. Department of Education’s Office for Civil Rights (OCR). This report found that African-American male students are 3.5 times more likely to be suspended or expelled from school than their White peers. According to the OCR report, African-American male students made up only 18% of the students in the data sample, but represent 35% of the students suspended once, 46% of those suspended more than once, and 39% of students expelled. This webinar hosted by, Dr.

Learning Environments that Promote Positive Youth Development and Success for African American Male Students

In his book Walking the Equity Talk, A Guide for Culturally Courageous Leadership in School Communities, Dr. Browne has defined the components of school environments that nurture positive youth development, and the seven major actions that culturally courageous leaders must take to create and maintain such environments. Dr. Browne draws from his book to describe those learning conditions, organizational structures, and factors within the social and cultural climate in schools that nurture the positive development of African American male students.

High Quality Instruction that Promotes Learning and Achievement for African American Male Students

Presenter: Dr. Joseph F. Johnson, Jr., the National Center for Urban School Transformation (NCUST) Executive Director and Professor of Educational Leadership at San Diego State University. This archived webinar provides information about the instructional practices that make a difference as well as discusses strategies for changing instructional practices in schools.

My Brother's Keeper Task Force Report to the President

On February 27, 2014, the President took action, joining with philanthropy and the private sector to launch an initiative to address persistent opportunity gaps faced by boys and young men of color and ensure that all young people who are willing to do the hard work to get ahead can reach their full potential — using proven tools and focusing on key moments in their lives where we can help make a difference. The Task Force provided a 90-day report on their progress and an initial set of recommendations on May 2014.

Use of Education Data at the Local Level: From Accountability to Instructional Improvement

The national Study of Education Data Systems and Decision Making examined both the implementation of student data systems and the broader set of practices involving the use of data to improve instruction, regardless of whether or not the data were accessed through an electronic system. Earlier study reports have documented a dramatic increase in the proportion of teachers with access to a student data system between 2005 and 2007 and described school practices with respect to data use and the challenges that are part of student data system implementation.

America's Cradle to Prison Pipeline Report

This powerful report from Children's Defense Fund documents America's "Cradle to Prison Pipeline," where tens of thousands of children and teens are pushed onto the fast track to prison each year. This national crisis exists at the intersection of poverty and societal neglect where we witness the unfortunate truth that all children's lives are not valued equally. As Connie Curry and Julia Cass report in Part II, countless children, especially poor children "already are in the Pipeline to Prison before taking a single step or uttering a word."

The School Discipline Consensus Report: Strategies from the Field to Keep Students Engaged in School and Out of the Juvenile Justice System

The CSG Justice Center’s School Discipline Consensus Report provides school leaders and state and local government officials more than 60 recommendations for improving their approach to school discipline.

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