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Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies Into School Turnaround Efforts to Improve Instruction for All Students

Report that focuses on case studies of three schools that have used School Improvement Grant (SIG) funds, with the support of their districts, to implement early learning strategies as part of their turnaround models. A significant body of research shows that achievement gaps in persistently low-performing schools manifest, in many instances, prior to children entering kindergarten. High-quality preschool programs have proven to help close these gaps both for individual student subgroups in a school and for the school as a whole.

Access to High Quality Early Care and Education: Readiness and Opportunity Gaps in America

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.

Education Interrupted: The Growing Use of Suspensions in New York City's Public Schools

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.

Betraying the College Dream: How Disconnected K-12 and Postsecondary Education Systems Undermine Student Aspirations

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.

A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools

The purpose of this study is to bring much-needed attention to the comprehensive challenges of Black males in the United States. Black males continue to perform lower than their peers throughout the country on almost every indicator. And while much work over the years has gone into addressing the challenge of the Black–White achievement gap, there has been no concerted national effort focused on the education and social outcomes of Black males specifically.

The Urgency of Now: The Schott 50 State on Public Education and Black Males 2015

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.

Breaking Barriers 2: Plotting the Path Away from Juvenile Detention and Toward Academic Success for School-age African American Males

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

Breaking Barriers: Plotting the Path to Academic Success for School-Age African-American Males

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.

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