This article mentions many schools that are reducing their number of suspensions and expulsions through a comprehensive approach called School-wide Positive Behavioral Support. This approach is based on the assumption that when educators across the school actively teach, expect and acknowledge appropriate behavior, the proportion of students with serious behavior problems decreases and the school’s overall climate improves.
This article provides a set of principles and ideas on how to incorporate the voices of students in the planning and decision-making processes of educational institutions.
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.
Success for All is a comprehensive reform model that uses cooperative learning, tutoring, family support services, and extensive professional development to help high-poverty schools succeed with their students. This article reviews research on Success for All with African American students, focusing on evidence that Success for All reduces the achievement gap between African American and White students.
In order to examine the relationship between school size and achievement, a study was conducted using longitudinal achievement data from North Carolina for three separate cohorts of public school students (one elementary, one middle and one high school). Results revealed several interactions between size and student characteristics, all of which indicated that the achievement gaps typically existing between certain subgroups (i.e., more versus less-advantaged, lower versus higher-achieving) were larger in larger schools.
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).
School improvement has been a main concern for presidents, governors, and other state policymakers for the past twenty years. As a result of this movement, there have been numerous accomplishments; nevertheless, major challenges continue to linger. One such challenge is the reading achievement gap between African American students and their European American counterparts. (National Center for Education Statistics, 2007).
Despite concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000). Existing research used ecological models to document social– emotional factors at multiple levels of influence that undermine academic performance.
The gap in achievement across racial and ethnic groups has been a focus of education research for decades, but the disproportionate suspension and expulsion of Black, Latino, and American Indian students has received less attention. This article synthesizes research on racial and ethnic patterns in school sanctions and considers how disproportionate discipline might contribute to lagging achievement among students of color.
This evaluation brief examines the use of suspensions in 1,840 public middle schools in the United States and assesses the extent to which they are effective at reducing future problem behavior for students who receive them. The question of whether, and to what extent, a suspension serves as a deterrent for future exclusionary discipline incidents was evaluated for those students who received one or more suspensions at the beginning of the school year (August, September, or October).