This excerpt from a report gives action principles to districts and schools to manage school and classroom climate and promote positive behaviors.
[This report offers] a portrait of the performance of African-American students in the United States today. [...] Over the past 25 years, the performance of African-American students on key academic success indicators has improved, in some cases markedly. [...] In absolute terms, though, there is much more room for improvement.
The study analyzes reported differences in school climate by students in successful versus unsuccessful schools and how school climate and personnel resources are related to academic success. It concludes with practical implications of these findings for improving the academic performance of schools.
The Great Lakes Comprehensive Center partnered with the Michigan Department of Education to plan and conduct a multi-generational panel of African American males to: 1) Learn how the state education agency can promote better academic outcomes for African American males in future generations; 2) Develop a deeper understanding of the black male experience in public schools; 3) Inform policy and funding decisions based on a seldom heard collective voice; and 4) Create a more positive narrative of African American men and boys.
This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in developing appropriate culturally responsive teaching (CRT) content. The matrix included in the Appendix is designed for teacher preparation programs, although it can be modified as an observation tool for PD purposes.
This report addresses the following questions: 1) how do gaps in 2007 compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series? And 2) how do states compare to the nation in 2007? The current report presents these results in graphs that show the NAEP achievement gaps in a format that makes it possible to see at a glance the national and state gaps results for all available years.
This report addresses the following questions: 1) How do score gaps in 2009 mathematics and reading performance compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series? And 2) How do Hispanic and White scores and gaps in mathematics and reading at the state level compare to the national scores and gaps in 2009?
This website features resources based on National Assessment of Educational Progress (NAEP) data addressing: 1) School Composition and the Black-White Achievement Gap; 2) Hispanic-White Achievement Gap Performance; and 3) Black-White Achievement Gap Performance An executive summary and full report are included for each report. Additional resources are also offered, such as data tables, data highlights, and FAQ’s.
The U. S. Department of Education (ED) held a series of focus groups with administrators and teachers of four large comprehensive high schools to gain insight on strategies to close the achievement gap. The groups explored teaching and learning strategies in the content areas, culture and school climate issues, leadership for change, and the change process itself. This report provides details of the focus group study and the common themes that emerged.
REL West staff have searched selected databases for relevant resources and developed a references list of resources that are relevant to the request. This memo includes: 1) Research reports and policy-oriented articles about factors associated with, as well as interventions for closing the achievement gap, and 2) Relevant organizations that focus on the issue of the achievement gap in K–12 settings. Citations include a link to a free online version when available. Citations are accompanied by an abstract, excerpt, or summary written by the author or publisher of the article.