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Why Some Schools with Latino Children Beat the Odds...and Others Don't

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Title: Why Some Schools with Latino Children Beat the Odds...and Others Don't
Language: English
Authors: Waits, Mary Jo, Campbell, Heather E., Gau, Rebecca, Jacobs, Ellen, Rex, Tom, Hess, Robert K., Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Source: Morrison Institute for Public Policy, Arizona State University. 2006.
Availability: Morrison Institute for Public Policy, Arizona State University. P.O. Box 874405, 215 East 7th Street Suite 203, Tempe, AZ 85287-4405. Tel: 480-965-4525; Fax: 480-965-9219; e-mail: morrison.institute@asu.edu; Web site: http://www.morrisoninstitute.org
Peer Reviewed: N
Page Count: 56
Publication Date: 2006
Document Type: Reports - Research
Education Level: Elementary Education
Middle Schools
Descriptors: Economically Disadvantaged, High Achievement, Mathematics Achievement, Enrollment, Hispanic American Students, Disadvantaged Youth, Achievement Gains, Reading Achievement, Instructional Leadership, Leadership Responsibility, Minority Groups, Spanish Speaking, English (Second Language), Immigrants, Classroom Environment, Case Studies, Teaching Methods, Culturally Relevant Education, Cooperative Planning, Program Implementation, Middle School Students, Elementary School Students, Educational Environment, Student Evaluation, Teacher Evaluation, Principals
Geographic Terms: Arizona, United States
Abstract: Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona. (Contains 10 notes.) [The Center for the Future of Arizona also produced this publication. This study was funded by the Bruce T. Halle Family Foundation; City of Phoenix; Valley of the Sun United Way; Arizona Community Foundation; Honeywell; and Arizona State University.]
Abstractor: ERIC
EIS Cited: ED497258, ED554442
Entry Date: 2008
Accession Number: ED499748
Database: ERIC
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  Data: Why Some Schools with Latino Children Beat the Odds...and Others Don't
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  Data: Morrison Institute for Public Policy, Arizona State University. P.O. Box 874405, 215 East 7th Street Suite 203, Tempe, AZ 85287-4405. Tel: 480-965-4525; Fax: 480-965-9219; e-mail: morrison.institute@asu.edu; Web site: http://www.morrisoninstitute.org
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Throughout Arizona and the Southwest, the odds are against high achievement in schools with a mostly Latino, mostly poor student enrollment. Some schools, however, "beat the odds" and achieve consistently high results or show steady gains. Why do these schools succeed where others fail? Using the methodology of business guru Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Others Don't," the authors of this report found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. The authors compared them with similar schools that are performing poorly. The comparisons yielded many insights that are contrary to conventional wisdom. One key result is the unearthing of six elements of success that can translate into broader messages for education policy and strategy. The report recommends the creation of leadership programs for principals and teachers and calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona. (Contains 10 notes.) [The Center for the Future of Arizona also produced this publication. This study was funded by the Bruce T. Halle Family Foundation; City of Phoenix; Valley of the Sun United Way; Arizona Community Foundation; Honeywell; and Arizona State University.]
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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED499748
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 56
    Subjects:
      – SubjectFull: Economically Disadvantaged
        Type: general
      – SubjectFull: High Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Leadership Responsibility
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      – SubjectFull: Minority Groups
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      – SubjectFull: Spanish Speaking
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Educational Environment
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      – TitleFull: Why Some Schools with Latino Children Beat the Odds...and Others Don't
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