This briefing paper on New & Developing Research on Disparities describes the results of that new research, and identifies remaining gaps in the literature that can guide researchers and funders of research. The brief is organized into two sections: (1) What Have we Learned?
Brief or Concept Paper
This letter from the United States Cabinet Secretaries announces their long-term commitment to addressing and eliminating chronic absenteeism.
This Solution-Finding Report provides information on research demonstrating that good instruction (including relationships and high expectations) is a preventive measure or shows a correlation of a decrease in suspensions and expulsions.
This commentary by Ron Walker addresses societal concerns surrounding young black males.
Providing a socio-historical perspective on African-American literacy, this paper discusses student-centered learning in the context of race and gender and proposes an improved approach to literacy instruction for African-American males. Full article available at www.studentsatthecenter.org
This policy report, released by the National Institute for Early Education Research (NIEER), the Center on Enhancing Early Learning Outcomes (CEELO), and White House Initiative on Educational Excellence for African-Americans (WHIEEAA), discusses the lack of access to high-quality early childhood education experiences for African-American children and offers recommendations to expand opportunities.
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.”
This is a guidance letter prepared by the U.S. Department of Justice and U.S. Department of Education describing how schools can meet their obligations under federal law to administer student discipline without discriminating on the basis of race, color, or national origin.
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.