“The report recommends implementing measures that address discipline in fair and equitable ways so that schools and districts can improve school climate and ensure that all students graduate from high school ready for college and a career.”
Helping youth at risk escape the school-to-prison pipeline is a growing concern for educators, researchers, communities and providers. The School-Justice Partnerships Certificate Program, the first of its kind, brings together Georgetown University's Center for Juvenile Justice Reform, American Institutes for Research experts, and educational and juvenile justice leaders to provide research-based solutions for those who work with youth at risk. In this video, experts speak to their experiences addressing the school-to-prison pipeline and how the program can help.
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.
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.
Advancing race equity and inclusion can sometimes seem daunting and often leaves many wondering how and where to start. One way to achieve social change in an organization is to incorporate race equity and inclusion at every stage of work. The seven steps in this guide provide a clear framework for undertaking this important work. This tool adds to the resources already created by partners who have been working in the field.
This report summarizes the research on the achievement gap between white students and black and Hispanic students; highlights possible remedies for the gap; and suggests an approach that policymakers can use to weigh the various proposals for closing the gap.
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).
The goal of the WWC is to be a resource for informed education decision making. To reach this goal, the WWC identifies studies that provide credible and reliable evidence of the effectiveness of a given practice, program, or policy (referred to as “interventions”), and disseminates summary information and free reports on the WWC website. With over 700 publications available and more than 10,500 reviewed studies in the online searchable database, the WWC aims to inform researchers, educators, and policymakers as they work toward improving education for students.
The National Black Child Development Institute serves as a national resource agency providing programs, publications, advocacy and trainings related to early childhood care and education; K-12 education; health and wellness; literacy; family engagement; and child welfare.
The Midwest and Plains Equity Assistance Center provides technical assistance, resources, and professional learning opportunities related to equity, civil rights, and systemic school reform throughout 13 states, including Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin.