Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement, the College Board.
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| Title: | Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement, the College Board. |
|---|---|
| Language: | English |
| Authors: | Borman, Geoffrey D., Stringfield, Sam, Rachuba, Laura, Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools. |
| Peer Reviewed: | N |
| Page Count: | 185 |
| Publication Date: | 1998 |
| Document Type: | Numerical/Quantitative Data Reports - Research |
| Descriptors: | Academic Achievement, Achievement Gains, Black Students, Educational Improvement, Educational Practices, Elementary Education, Elementary School Students, Hispanic Americans, Minority Groups, Tables (Data) |
| Abstract: | This report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus of the analyses is on the progress of Latino and African American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study, "Prospects", and its companion study of exemplary school programs, "Special Strategies." As results from other national studies have indicated, the results of this study suggest that minority students are poorly represented among the nation's highest achievers. Results suggest that high-achieving students of all racial/ethnic groups, who are from lower socioeconomic status backgrounds, begin a process of disengagement from school from the time they begin first grade. It also appears that the achievement of boys is more likely to suffer than that of girls. Analyses of the "Special Strategies" data indicate that replicable, whole-school reform designs hold considerable promise for advancing the learning of all African American students within high poverty schools. Findings also suggest that many aspects of schools and classrooms that are associated with minority high achievement are readily alterable. Schools and families can work toward promoting many of the individual attributes that tended to characterize the most successful minority students from the study. Two appendixes contain student-level and school-level composite scores for the study questionnaire and summaries of the hierarchical model analyses of achievement and engagement. (Contains 53 tables, 17 figures, and 75 references.) (SLD) |
| Entry Date: | 2000 |
| Accession Number: | ED438380 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED438380 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED438380 AccessLevel: 3 PubType: Electronic Resource PubTypeId: electronicResource PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement, the College Board. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Borman%2C+Geoffrey+D%2E%22">Borman, Geoffrey D.</searchLink><br /><searchLink fieldCode="AR" term="%22Stringfield%2C+Sam%22">Stringfield, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Rachuba%2C+Laura%22">Rachuba, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Johns+Hopkins+Univ%2E%2C+Baltimore%2C+MD%2E+Center+for+Social+Organization+of+Schools%2E%22">Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 185 – Name: DatePubCY Label: Publication Date Group: Date Data: 1998 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Numerical/Quantitative Data<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Tables+%28Data%29%22">Tables (Data)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus of the analyses is on the progress of Latino and African American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study, "Prospects", and its companion study of exemplary school programs, "Special Strategies." As results from other national studies have indicated, the results of this study suggest that minority students are poorly represented among the nation's highest achievers. Results suggest that high-achieving students of all racial/ethnic groups, who are from lower socioeconomic status backgrounds, begin a process of disengagement from school from the time they begin first grade. It also appears that the achievement of boys is more likely to suffer than that of girls. Analyses of the "Special Strategies" data indicate that replicable, whole-school reform designs hold considerable promise for advancing the learning of all African American students within high poverty schools. Findings also suggest that many aspects of schools and classrooms that are associated with minority high achievement are readily alterable. Schools and families can work toward promoting many of the individual attributes that tended to characterize the most successful minority students from the study. Two appendixes contain student-level and school-level composite scores for the study questionnaire and summaries of the hierarchical model analyses of achievement and engagement. (Contains 53 tables, 17 figures, and 75 references.) (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 2000 – Name: AN Label: Accession Number Group: ID Data: ED438380 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED438380 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 185 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Achievement Gains Type: general – SubjectFull: Black Students Type: general – SubjectFull: Educational Improvement Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Hispanic Americans Type: general – SubjectFull: Minority Groups Type: general – SubjectFull: Tables (Data) Type: general Titles: – TitleFull: Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement, the College Board. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools. – PersonEntity: Name: NameFull: Borman, Geoffrey D. – PersonEntity: Name: NameFull: Stringfield, Sam – PersonEntity: Name: NameFull: Rachuba, Laura IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 1998 |
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