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Descriptors:
Activism; Students; Ethnic Studies; Mexican Americans; Reflection; Community Schools; Resistance (Psychology); Urban Education

Abstract:
In the wake of the Tucson Unified School District dismantling its highly successful Mexican American Studies (MAS) program, students staged walkouts across the district to demonstrate their opposition. Student-led walkouts were portrayed as merely "ditching," and students were described as not really understanding why they were protesting. After these events, a group of student activists called UNIDOS organized and led the School of Ethnic Studies. This was a community school dedicated to teaching the forbidden MAS curriculum. In this article we present counternarratives from organizers, presenters, and participants in the School of Ethnic Studies. These narratives demonstrate the transformative resistance of students who created their own form of liberatory education. Our analysis highlights how student organizers led the creation of an autonomous, community-based educational space to allowed young people to engage in political analysis, self-reflection, and strategic organizing. We conclude with the implications for Ethnic Studies, urban education, and counternarrative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High Schools; Public Schools; School Districts; Urban Education; At Risk Students; Screening Tests; Grade 9; Intervention; Time Management; Credits; Computation; Probability; Dropout Research; Identification; Prediction; Middle School Students; High School Students

Abstract:
This article describes the development of early warning indicators for high school and beyond in the Milwaukee Public Schools (MPS) by the Value-Added Research Center (VARC) at the University of Wisconsin-Madison, working in conjunction with staff from the Division of Research and Evaluation at MPS. Our work in MPS builds on prior early warning work by using both preexisting and new district data sets to build predictive models for identifying students at elevated risk of an entire series of adverse outcomes in high school and beyond, beginning with grade 9 retention and continuing into postsecondary education. This early warning work in MPS makes at least 2 significant contributions to the existing base of research: (a) broadening the set of outcomes that early warning work can predict; and (b) investigating new ways of conveying early warning information to practitioners, such as probability estimates for each outcome and the "total quality credits" (TQC) measure. (Contains 4 tables, 6 figures, and 5 footnotes.) 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:
High School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence

Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, and 11 footnotes.) 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:
Academic Achievement; Program Effectiveness; Motivation; Incentives; School Personnel; Measures (Individuals); Educational Change; High Schools; Structured Interviews; Sustainability; Student Evaluation; Case Studies; Urban Schools; High School Students; Decision Making; Student Improvement; Urban Education; Student Attitudes

Abstract:
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on motivation as a lens for understanding the attributes of the program. The theoretical framework guiding this study emerged from a convergence of literature on high school improvement and studies on the use of extrinsic motivation to promote student achievement. These studies revealed a gap between the goals promoted for improved student outcomes and the performance results from non-consequential, large-scale assessments. Data sources included structured interviews with school personnel and students, achievement data from 2009-2011, and survey results, which were analyzed to construct a case narrative. Critical attributes of the achievement program were distilled, including the differentiated incentive system, sustainability, and personalized meaning for students between state assessments and their decision-making. This study is not an evaluation of the program, but the discussion offered of the use of extrinsic motivation to promote student achievement may prove beneficial. (Contains 4 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:
Evidence; Attitude Change; Teaching Methods; Student Teaching; Teacher Education Programs; Educational Change; Elementary Secondary Education; Preservice Teachers; Teaching Experience; Professional Development; Urban Education; Urban Schools; Special Needs Students; At Risk Students; Literature Reviews; Meta Analysis; Journal Articles; Beliefs; Program Effectiveness; Educational Practices; Cultural Context; Ethnic Diversity; Context Effect; Change Strategies; Educational Research; Achievement Gains; Performance Factors

Abstract:
Despite increasing emphasis on preparing more and better teachers and despite the near universal presence of student teaching across teacher education programs (TEPs), numerous questions about what and how student teaching experiences contribute to preservice teachers' development remain unanswered. Indeed, much of the attention focused on student teaching in reform and policy discourses emphasizes student teaching's structural and logistical dimensions--for example, its location, duration, and division of labor--but not its contributions to learning among preservice teachers, nor K-12 students. This article reviews empirical articles published over the past two decades to determine what and how student teaching experiences contribute to preservice teachers' development as future teachers of students in urban and/or high-needs schools specifically. While keeping this central focus, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools. Anchored by sociocultural perspectives on learning and learning to teach, the review highlights a disproportionate emphasis on belief and attitude change, a relatively slim evidence base concerning the development of actual teaching practice, a tendency toward reductive views of culture and context, and a need for more longitudinal analyses that address the situated and mediated nature of preservice teachers' learning in the field. Based on these findings, authors offer direction for future research that will extend and deepen the knowledge base. (Contains 1 table and 6 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; Educational Change; Charter Schools; School Administration; Urban Education; Student Attitudes; Student Behavior; Achievement Gap; Progress Monitoring; Empowerment; Discipline; Personal Autonomy; Minority Group Students

Abstract:
Urban minority children are increasingly being educated at public schools run by charter management organizations (CMOs) characterized by a highly rule-ordered and regulated environment. These rules, enforced through continuous streams of reinforcements and penalties, while contributing to a tight focus on academics and a safe culture, have associated costs. The article scrutinizes four CMO commonalities, along with their implications: the pervasive adult monitoring of students, targeting behaviors tangential to learning, attributing independent agency to children who deviate, and student derogation by adults. It is concluded that rules can indeed be protective, but if not counterbalanced with opportunities for genuine choice and personal agency, the rules may quell students' desires and shrink their aspirations. A blanketing emphasis on obedience can create conditions for accepting instruction, but alone, it is dangerous, for students will not have developed their own compass to resist negative models. (Contains 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:
Teaching Methods; African American Students; Teacher Characteristics; Video Technology; Mathematics Education; Hispanic American Students; Mathematics Instruction; Ethnic Groups; Poverty; Mathematics; Educational Practices; Researchers; Economically Disadvantaged; Interviews; Case Studies; Urban Education; Urban Schools; Minority Group Students

Abstract:
In considering "good teaching" in mathematics, scholars usually refer to teacher knowledge and instructional practices that promote understanding. However, researchers have found that these two elements of instruction are often not as prevalent in urban contexts, a space where high percentages of students of color and the poor are educated. Additionally, recent work calls for understanding other classroom mechanisms that impact the mathematics learning of students of color. Using video, field notes, and an interview, this research examines a case study of one urban classroom of Latino and African American students. Their teacher engages them in substantive mathematics and reform-minded pedagogical strategies, but a number of relational interactions raise issues of how these micro-interactions can mediate access to mathematics. The study found four dimensions in which relational interactions mediated access to mathematics: addressing behavior, framing mathematics ability, acknowledging student contributions, and attending to culture and language. The paper ends with raising questions for future research and calling for a broader framing of instruction that incorporates relational dimensions of the classroom. 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 Culture; Charter Schools; Field Trips; Standardized Tests; Citizenship Education; Civics; Democracy; Neighborhoods; Integrity; Holidays; Citizen Participation; Elementary Secondary Education; Acculturation; Elections; Social Studies; Teacher Education; Competition; Hispanic American Students; Urban Education

Abstract:
This policy brief is the third in a series of in-depth case studies exploring how top-performing charter schools have incorporated civic learning in their school curriculum and school culture. The UNO Charter School Network includes 13 schools serving some 6,500 students across Chicago. Located in predominantly Hispanic neighborhoods, the network's 12 K-8 schools and one high school serve a student body that is 95 percent Hispanic. UNO fundamentally understands citizenship education as a project of assimilation and Americanization. As UNO sees it, standing for assimilation and Americanization requires standing against certain popular ideas in contemporary culture and pedagogy. With 13 schools, a staff of 450, 11 buildings, 191 instructional days a year, a charter authorizer to satisfy every five years, and several standardized tests to administer annually, UNO has much to do besides directly Americanizing its students. But in doing all that, the network tries to apply its civic principles as broadly as possible. In all grades, and especially in K-8, UNO's civics curriculum is built around the calendar--holidays, days of remembrance, and anniversaries of significant events. These include, from the beginning of the school year until the end: Labor Day, September 11th, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King Jr. Day, Presidents Day, Holocaust Remembrance Day, Memorial Day, and Flag Day. In grades K-8, each of these dates is tied to a curricular "cycle" meant to guide teachers' instruction for up to five days. Guiding UNO's civic education curriculum is a civics committee that designs and helps teachers implement everything from daily lessons to larger units, field trips, mock elections, and more. UNO tells its students that upon graduation, they are expected to be able to compete in the local, national, and global marketplaces; to be civically engaged; to be intellectually curious; and to be people of integrity. These characteristics are easier named than assessed. Devising metrics of healthy citizenship, both for students and for alumni after they graduate, is one of the three near-term goals that UNO leaders have set for themselves regarding civic education. Another is creating more cohesion among the curricula that deal with civic holidays, student identity, and traditional social studies. The third is improving teacher training so that all teachers--in all grades and subjects--are equipped to "capitalize on every opportunity they have" for civic education. (Contains 43 notes.) [For related reports, see "Charter Schools as Nation Builders: Democracy Prep and Civic Education. Policy Brief 4" (ED539459) and "Counting on Character: National Heritage Academies and Civic Education. Policy Brief 5" (ED540539).] 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:
Science Instruction; Science Teachers; Sexual Identity; Ethnicity; Racial Identification; Professional Identity; Ethnography; Personal Narratives; Teacher Student Relationship; White Students; Child Caregivers; Immigrants; Praxis; Urban Education

Abstract:
A growing body of teacher identity-based research has begun to embrace that the development of self-understanding about being a teacher is critical to learning how to teach. Construction of a professional teacher identity requires much more beyond mere content, skills and a foundational pedagogy. It also includes an intersection of the personal and professional "self," which gives way to the emergence of multiple identities in the classroom. An educator's gender, nationality, language and interests among other tenets all permeate the classroom field and coexist alongside the professional role identity. This paper aims to use narrative as a way to discuss how science educators can mediate holding several identities in the classroom in order to create an environment characterized by successful teaching and learning. Drawing from an array of sociocultural theoretical perspectives, complementary constructs of identity by Jonathan Turner ("Face to face: toward a sociological theory of interpersonal behavior." Stanford University Press, Stanford, CA, 2002) and Amartya Sen ("Identity and violence: the illusion of destiny." W. W. Norton, New York, 2006), George Lakoff's ("Metaphors we live by." University of Chicago Press, Chicago, 1980) work on metonymy, and David Bloome's (2005) theorization of the power of caring relationships, I explore the ways in which my Black female Caribbean identity has transformed the science classroom field and created positive resonance for some of my privileged White students who have Caribbean caretakers at home. To begin, I unpack how Afro-Caribbean immigration to urban centers in the United States continues to produce childcare occupational opportunities in places like New York City. Being a first generation Trinidadian immigrant, my many identities have structured my science teaching praxis and consequently transformed the way my students learn science. A significant part of this paper is a reflexive account of experiences (primarily dialogue) with science students situated both within and outside the science classroom. Conversations with students who were raised through the hired help of Caribbean nannies have revealed that there is a strong resemblance to the way they perceive their caretakers as they do me--their instructor. These conversations serve as a backdrop to illuminate the dynamic nature of identity construction and its relationship to the development of ongoing dialogue. The hope is that this autoethnographic work illustrates the salience of student lifeworlds in affording opportunities for success in the science classroom. Additionally, this research seeks to illustrate how understanding the unconscious "backgrounding" and "foregrounding" of certain identities in the classroom can improve one's praxis in the urban science classroom and possibly increase student success in science. It is also hoped that this story reiterates the importance of using stories for purposes of scholarship, for moving towards better understandings of the social situations we are concerned to investigate as researchers and for better communication of those understandings. 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:
Charter Schools; School Choice; Racial Bias; Educational Vouchers; Public Education; Equal Education; Private Schools; School Segregation; Urban Education

Abstract:
Wisconsin--and, in particular, urban Milwaukee--has been at the forefront of a half-century of public education experiments, from desegregation and "school choice" to vouchers and charter schools. "Lessons from the Heartland: A Turbulent Half-Century of Public Education in an Iconic American City" by Barbara J. Miner, former managing editor of "Rethinking Schools," is both a narrative portrait of the struggles for equitable education in Milwaukee, and an exploration of the larger issues of race and class. This excerpt is an adaption of chapters 17 and 25 (The New Press, 2013). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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