Author(s): |
Jordan, Will J. |
Source: |
Review of Research in Education, v34 n1 p142-178 2010 |
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Pub Date: |
2010-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Social Class; Equal Education; Federal Legislation; Academic Achievement; High Stakes Tests; White Students; African American Students; Minority Groups; Achievement Gap; Multicultural Education; Student Diversity; Cultural Pluralism; Social Environment; Definitions; Role of Education; Outcomes of Education; Educational History; Knowledge Base for Teaching; Learning; Measurement; Evidence; Educational Testing; Barriers; Educational Policy; Policy Analysis; Access to Education; Accountability; Economics; Educational Indicators; Educational Environment; Politics of Education; Educational Principles; Racial Differences; Racial Discrimination; Asian American Students; Hispanic American Students; American Indians
Abstract:
Defining equity within the context of a diverse, multiracial, multiethnic, multilingual, and multicultural society, and one where social class strongly influences one's life chances is problematic. This chapter reexamines equity in an attempt to advance the discourse beyond the debate about strategies to close the achievement gap between White students and students of color. The author situated the issue of equity within an analysis of broader social forces that cultivate inequality throughout society--in employment, housing, criminal justice, and so forth--so that educational inequality is part and parcel of overarching social ills. The notion of equity will be unpacked by asking a more basic and fundamental question about the ultimate purpose of education. If people assume the end game of education is producing student learning, then it is important to ask whether learning outcomes are distributed randomly across race, ethnicity, and social class. Moreover, the author will explore whether No Child Left Behind (NCLB)-like assessments or high-stakes tests measure real learning necessary for social and economic success, or do they measure something else. The role of increased accountability via state-based systems as an approach to obtaining equity is hotly debated. Although advocates are many, several studies have found the consequences of high-stakes testing, which are nonobvious and perhaps unintended, have not helped advance the nation toward equitable schooling. Without diminishing the need to refine standards of educational equity and excellence within a diverse society, the author believes the more important aim is creating a context within which students are nurtured socially and intellectually and given real opportunities to learn high-content, standards-based material. Equity then, could be measured in terms of "quality of care" and rigor, as well as via individual achievement indicators. Perhaps ongoing work to create standards-based assessments in diverse educational settings may hopefully lead to an evolution of the current accountability policy framework. (Contains 4 figures.)
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Pub Date: |
2002-12-00 |
Pub Type(s): |
Information Analyses |
Peer Reviewed: |
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Descriptors:
Academic Achievement; Black Students; Black Teachers; Educational Change; Educational Trends; High School Students; Males; Social Influences
Abstract:
An infusion of federal funding and philanthropic support for high schools has generated an unprecedented number of educational reforms. Still, few initiatives confront the unique conditions facing black males. Despite efforts to reform ineffective schools and foster academic achievement for all students, a lingering gap exists between affluent and poor, as well as white and black, subgroups. This report explores the complexities of these issues. It examines the negative effects of intractable social barriers, such as poverty and ineffective schooling. The report suggests that current trends reflect responsible approaches to reform, but the potential role of black teachers has not been explored. (Contains 56 references.) (SLD)
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Pub Date: |
2002-00-00 |
Pub Type(s): |
Books; Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Educational Change; High Schools; Talent Development; Urban Schools
Abstract:
This book offers an alternative to current reform efforts, the talent development approach, detailing organizational, curricular, and instructional strategies that provide practitioners with a blueprint for whole school reform. The book presents the story of what happened in urban high schools when this approach was implemented. There are eight chapters in three parts. Part 1, "What Must (and Can) be Done: Restructuring Urban High Schools," includes: (1) "Introduction: The Challenge"; and (2) "The Talent Development Response." Part 2, "Whole-School High School Restructuring in Baltimore," includes: (3) "Context and Planning for Reform"; and (4) "'This is a Real School Now': Effects of Talent Development Reforms at Patterson High School." Part 3, "Challenges to Creating Talent Development High Schools," includes: (5) "The Devil's in the Details: Lessons Learned from Implementing Talent Development High School Reforms"; (6) "The Story Continues: Early Scale-Up Efforts in Baltimore and Philadelphia"; (7) "Lessons Applied: Replicating and Extending the Talent Development High School Model in Philadelphia"; and (8) "Hope for the Future of Comprehensive High School Reform." (Contains 196 references.) (SM)
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Pub Date: |
2001-01-00 |
Pub Type(s): |
Reports - Evaluative; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Adolescents; Black Students; Black Teachers; Cultural Influences; Culturally Relevant Education; Educational Change; High Schools; Males; Public Schools; Racial Bias; Racial Differences; Teacher Student Relationship
Abstract:
This paper explores the complexities of educational and social conditions encountered by black males, examining the possibilities and limits of comprehensive high school reform strategies in overcoming the negative effects of barriers such as concentrated poverty and ineffective public schools for black adolescents. The paper discusses: the disproportionate numbers of black male students placed at risk of school failure and diminishing life chances; trends in comprehensive high school reform; principles of high school reform; the role of comprehensive school reform in rescuing black males; the need for black male teachers to educate black male students; teacher-student cultural congruence; interpersonal teacher-student relations; and the importance of appropriate staffing for educational reform. The paper notes the importance of simultaneously strengthening the communities within which schools are located and working to reform the schools. It explains that the missing components of comprehensive school reform are lack of attention to the cultural uniqueness of black boys and paucity of black male teachers. It recommends that future research and policy should involve incorporating the recruitment of black male teachers into the development of comprehensive school reform initiatives, particularly at critical transition points of schooling. (Contains 50 references.) (SM)
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Pub Date: |
2001-04-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires |
Peer Reviewed: |
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Descriptors:
Academic Achievement; Academic Aspiration; Adolescents; Educational Environment; Grade 9; High Risk Students; High School Freshmen; High Schools; Minority Group Children; Poverty; Student Participation
Abstract:
This study examines the effects of early experiences and behaviors on course failure, grade point average, and educational aspirations, analyzing survey data gathered from 20 high schools participating in a whole-school reform initiative aimed at helping troubled high schools. All of the schools served mainly poor and minority students. Students answered questions about their early high school experiences and outlook on their educational futures. Teachers answered questions about their perceptions of various aspects of the conditions of education in comprehensive high schools. Analysis of the student data indicated that while family background characteristics such as socioeconomic status, race/ethnicity, and gender played an important role in students' educational success, students' experiences and behaviors in ninth grade (including level of adjustment to high school, teacher support, and participation on interdisciplinary teams) had significantly positive correlations with student outcomes. Conversely, the effects of poor attendance and of being retained in, or prior to, ninth grade were negatively related to students' educational outcomes. An appendix presents study results and data. (Contains 13 references.) (SM)
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