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Descriptors:
School Desegregation; Socioeconomic Status; Social Integration; Achievement Gap; Public Schools; Middle Class; Economically Disadvantaged; Students; Educational Change; Resistance to Change; School Choice; Politics of Education; Evidence; Educational Research; Cost Effectiveness; Barriers; Track System (Education); Magnet Schools; School Turnaround; Charter Schools

Abstract:
Integrating our schools is a goal that many of us share. But some seem to have given up on the idea, as plans to boost racial diversity have come under attack, and as the fixation on test scores has narrowed some people's concept of a good education. There is, however, new hope: integration by socioeconomic status. It's a cost-effective, legally sound strategy that can promote racial diversity while narrowing the achievement gap. (Contains 48 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academically Gifted; Reading Achievement; Reading Instruction; Elementary School Students; Reading Comprehension; Reading Fluency; Magnet Schools; Scores; Talent; Oral Reading; Reading Tests; Individualized Instruction; Teaching Methods

Abstract:
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral reading fluency scores was found across all elementary schools, as students scored from below the 10th percentile to above the 90th percentile. These results demonstrate the wide range of reading achievement in diverse populations of students, including gifted students, and the need for teachers to differentiate both reading content and instruction to enable all students to make continuous progress in reading. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Desegregation; School Segregation; Racial Segregation; Magnet Schools; Counties; Educational History; Busing; Hispanic American Students; African American Students; White Students; Public Schools; Enrollment; Low Income Groups; Racial Composition; Urban Schools; State Legislation; Federal Legislation; Equal Education

Abstract:
Maryland, as one of 17 states that had de jure segregation, has an intense history of school segregation. Following the 1954 Brown decision, school districts across the state employed various methods to desegregate their schools, including mandatory busing in Prince George's County, magnet schools in Montgomery County, and a freedom of choice plan in Baltimore. Although the districts made some progress in desegregating their schools, after plans that had the explicit goal of decreasing segregation ended, many of the schools in Maryland again reached high levels of segregation. This report investigates trends in school segregation in Maryland over the last two decades by examining concentration, exposure, and evenness measures by both race and class. After exploring the overall enrollment patterns and segregation trends at the state level, this report turns to the Baltimore-Washington CMSA to analyze similar measures of segregation. Given the trends presented in this report, it is likely that segregation will continue to intensify if nothing is done to address it. Having already reached high levels of segregation for the state's students of color, it is necessary that Maryland now take steps to reverse these trends by being proactive in addressing the segregated nature of its public schools. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. (Contains 32 tables, 20 figures and 83 footnotes.) [Foreword by Gary Orfield. This paper was written with Greg Flaxman, John Kucsera, and Genevieve Siegel-Hawley.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Choice; Change Agents; Immersion Programs; Magnet Schools; Participant Observation; Public Education; Federal Legislation; Empowerment; Parent Attitudes; Educational Policy; Educational Improvement; Case Studies

Abstract:
School choice policy, especially as embedded in No Child Left Behind, assumes that empowering parents with choice will improve education by holding schools accountable and will reenergize democratic participation in public education. While parents are seen as critical change agents, little research documents how engaging in school choice affects parents' lived experiences as citizens engaged in the democratic process. This 1-year case study based on parent interviews and participant observation at a foreign language immersion magnet school in Baton Rouge, Louisiana, suggests that choice works in complex, contradictory ways to both empower and disempower parents as participatory citizens in democratic change and that market-driven school choice situates parents as consumers and thus redefines education as a private rather than a public good. The implications for fulfilling the promises of parent empowerment through school choice are examined. (Contains 3 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Design; Magnet Schools; Teacher Attitudes; School Culture; Ethnography; Thematic Approach; Elementary School Teachers; Science Instruction; Case Studies; Interviews; Science Curriculum; Science Education; Observation; Mixed Methods Research

Abstract:
This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school's overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school's culture adversely influenced the treatment of science. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adolescents; Conflict; Magnet Schools; Chinese Americans; Grade 9; Parent Child Relationship; Emotional Adjustment; Stress Variables; High Achievement; Family Relationship; Surveys; White Students; Ethnic Groups; Academic Achievement

Abstract:
Chinese American students are often perceived as problem-free high achievers. Recent research, however, suggests that high-achieving Chinese American students can experience elevated levels of stress, especially comparing to their peers from other ethnic groups. In this paper, we examine how family dynamics may influence psychological adjustment among a group of high-achieving adolescents. Drawing on survey data collected on 295 Chinese American and 192 European American 9th graders attending a highly selective magnet school, our findings show that Chinese American adolescents reported significantly lower levels of psychological adjustment (d = -0.31), and significantly less family cohesion (d = -0.34) and more conflict (d = 0.56) than their European American peers. Further, the ethnic differences on adjustment disappeared after controlling for perceptions of family cohesion and conflict, indicating that such perceptions may be a key factor in understanding the high academic achievement/low psychological adjustment paradoxical pattern of development among Chinese American adolescents. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Desegregation; Race; Magnet Schools; Intergroup Relations; Racial Relations; Ethnicity; Student Diversity; Surveys; Interaction; Educational Environment; Student Attitudes; Racial Attitudes; Social Attitudes; High School Students; African American Students; Hispanic American Students; White Students; Questionnaires; Peer Relationship

Abstract:
The frequency and quality of intergroup contact within racially and ethnically diverse schools has potentially important implications for the achievement of desegregation goals. The analyses presented here use survey data to assess intergroup contact within a sample of ten interdistrict magnet schools in Connecticut. Findings indicate frequent intergroup interactions within interdistrict magnet schools, but also that the perceived quality of intergroup relations differs across racial groups and both the frequency and quality of intergroup contact varies considerably across schools. Students who report higher quality intergroup relations in their school also tend to report more positive academic environments and more positive attitudes towards other groups. (Contains 16 footnotes and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Classroom Techniques; High School Students; Grade 10; Grade 12; Observation; Classroom Environment; Magnet Schools; Urban Schools; Rural Schools; Statistical Analysis; Classroom Communication; Teacher Student Relationship; Group Dynamics

Abstract:
This article contends that the problem of classroom order rests less in the roles and compositions of classrooms than in the multidimensional nature of their social situations. Classroom order arises from the dynamic relationship between distinct situational requirements: the coordination of interaction into institutionalized patterns (routine) and the validation of participants' identities (ritual). Utilizing a unique data set of more than 800,000 turns of talk from 601 high school classrooms, the authors develop metrics for measuring the longitudinal accomplishment of routine (interactional stability) and ritual (interactional concord) and present two sets of analyses. The first analyses identify the antecedents to stability and concord, and the second examine how stability and concord shape the experiences and attitudes of classroom participants. Results indicate that activities and discourse combine to fulfill the requirements of ritual and routine in different ways, often meeting one at the expense of the other, and that the accomplishment of stability and concord has positive returns to classroom experiences, but in different ways for teachers and students. (Contains 9 notes, 7 tables, and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Hispanic American Students; Disproportionate Representation; Longitudinal Studies; Ethnography; Critical Theory; Access to Education; Magnet Schools; Teacher Expectations of Students; Minority Group Teachers; Role Models; College Readiness; Student Attitudes

Abstract:
This article draws from data collected as part of a 3-year ethnographic study that followed two groups of Latino/a students through their final years of high school, the college application process, and for some, the inception of their postsecondary studies. Using Latino/a critical theory as an analytical framework, this article provides insights into the distinct pathways--or caminos--taken by students in their pursuit of college, highlighting the support structures that Latino/a youth identify as necessary for increasing Latino/a participation in higher education. (Contains 2 tables and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Minority Group Children; School Desegregation; Federal Aid; Grants; Teacher Improvement; Elementary Secondary Education; Federal Legislation; Racial Composition; Financial Support; Race; Racial Differences; Language Usage; Magnet Schools; Charter Schools; School Districts; Educational Innovation; Public Schools; Competition; Child Care; Low Income Groups; Student Diversity

Abstract:
The Secretary of Education has expressed strong support for school diversity and reduction of racial isolation in speeches and in the Joint Guidance on Voluntary School Integration, and the Department of Education (DOE) has included a general preference for school integration among its permissible funding preferences. However, this support for school integration is not yet reflected in the requirements and point systems of many key competitive grant programs, where it might make the most difference. In the long struggle for Congressional agreement on an ESEA (Elementary and Secondary Education Act) reauthorization bill and a collective understanding that the primary achievement goal of No Child Left Behind could not be achieved as originally defined, USDOE has offered states flexibility to commit to their own, federally approved plans in exchange for waivers from 10 ESEA requirements. In terms of flexibility for Highly Qualified Teacher Improvement plans and the principle of Supporting Effective Instruction and Leadership, the flexibility does not exempt states from the ESEA requirement of ensuring that poor and minority children are not taught at higher rates than other students by less desirable teachers. (Contains 51 footnotes.) [Additional research for this paper was provided by Michael Hilton.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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