New stamps commemorate milestones: "WASHINGTON -- The Civil Rights and Voting Rights laws, the Freedom Riders and the Montgomery bus boycott are among the events commemorated on a set of stamps dedicated Tuesday by the U.S. Postal Service.
The 10 37-cent stamps commemorate milestones in the civil rights movement and were dedicated at ceremonies in several cities across the country.
The set, titled 'To Form a More Perfect Union,' includes stamps commemorating the 1955 boycott against Montgomery, Ala.'s segregated bus system, the executive order integrating the armed forces and the march on Washington in 1963 in which thousands demonstrated for jobs and equality and Martin Luther King Jr. made his 'I Have a Dream' speech."
Wednesday, August 31, 2005
Inside Higher Ed :: Half Empty or Half Full?
Inside Higher Ed :: Half Empty or Half Full?: "Enrollments of American Indian and Alaska Native students more than doubled in the 25 years prior to 2002, when there were almost 166,000 such students enrolled — or about 1 percent of total enrollment. Those data are from a report issued Thursday by the U.S. Education Department’s National Center for Education Statistics. The report provides an overview on numerous issues related to American Indians in all levels of education.
While the report noted the tremendous gains of the last 25 years, it also noted numerous ways — such as college-going and graduation rates — in which Native Americans lag behind other ethnic groups in higher education.
Besides growing, Native American enrollments have changed in other ways since 1976. Until 1994, more Native American students were enrolled in community colleges than at four-year institutions, but since that year, a majority of the students were enrolled at four-year institutions. Also in 1976, enrollments of male and female Native American students were relatively equal. But enrollments of women have grown at a much faster rate, such that there are just over 100,000 female Native Americans enrolled but only 65,700 men.
Enrollment has also been growing at tribally controlled colleges. Nearly 16,000 students were enrolled at these institutions in 2002, up 17 percent in five years. While only 8 percent of all Native American college students are enrolled at these institutions, these are the colleges with the largest proportions of Native American students.
Despite all of these increases, the Education Department data show that Native American students are less likely than other students to be enrolled in or to graduate from college. Of Native Americans between 18 and 24 years old, only 17.7 percent are enrolled in colleges and universities — lower than the national average of 37.8 and the figures for every other ethnic or racial group. (Asian Americans lead at 60.3 percent.)
The data also suggest low graduation rates for Native Americans in higher education. The Education Department analyzed “likely postsecondary participants” (based on transcripts and other information) who were seniors in high school in 1992. By 2000, 15 percent of Native Americans in the group had a bachelor’s degree, compared to a national average of 45 percent. The Native American percentage was the lowest for any racial or ethnic group, with Hispanics the closest, at 24 percent."
Use the link to read the entire article.
While the report noted the tremendous gains of the last 25 years, it also noted numerous ways — such as college-going and graduation rates — in which Native Americans lag behind other ethnic groups in higher education.
Besides growing, Native American enrollments have changed in other ways since 1976. Until 1994, more Native American students were enrolled in community colleges than at four-year institutions, but since that year, a majority of the students were enrolled at four-year institutions. Also in 1976, enrollments of male and female Native American students were relatively equal. But enrollments of women have grown at a much faster rate, such that there are just over 100,000 female Native Americans enrolled but only 65,700 men.
Enrollment has also been growing at tribally controlled colleges. Nearly 16,000 students were enrolled at these institutions in 2002, up 17 percent in five years. While only 8 percent of all Native American college students are enrolled at these institutions, these are the colleges with the largest proportions of Native American students.
Despite all of these increases, the Education Department data show that Native American students are less likely than other students to be enrolled in or to graduate from college. Of Native Americans between 18 and 24 years old, only 17.7 percent are enrolled in colleges and universities — lower than the national average of 37.8 and the figures for every other ethnic or racial group. (Asian Americans lead at 60.3 percent.)
The data also suggest low graduation rates for Native Americans in higher education. The Education Department analyzed “likely postsecondary participants” (based on transcripts and other information) who were seniors in high school in 1992. By 2000, 15 percent of Native Americans in the group had a bachelor’s degree, compared to a national average of 45 percent. The Native American percentage was the lowest for any racial or ethnic group, with Hispanics the closest, at 24 percent."
Use the link to read the entire article.
Inside Higher Ed :: Demographic Dislocation
Inside Higher Ed :: Demographic Dislocation: "What if the Supreme Court had banned affirmative action? What if colleges moved away from the use of affirmative action on their own?"
A new study by two Princeton University researchers uses admissions data from elite colleges to portray what would happen in such a world without affirmative action. In short, black and Latino enrollment would tank, while white enrollments would hardly be affected. The big winners would be Asian applicants, who appear to face “disaffirmative action” right now. They would pick up about four out of five spots lost by black and Latino applicants.
Use the link to read the entire article.
A new study by two Princeton University researchers uses admissions data from elite colleges to portray what would happen in such a world without affirmative action. In short, black and Latino enrollment would tank, while white enrollments would hardly be affected. The big winners would be Asian applicants, who appear to face “disaffirmative action” right now. They would pick up about four out of five spots lost by black and Latino applicants.
Use the link to read the entire article.
Inside Higher Ed :: Chicano Ph.D. Pipeline
Inside Higher Ed :: Chicano Ph.D. Pipeline: "Community colleges have long been seen as key institutions in the push to get more minority students into higher education. A new study suggests that for one minority group — Chicanos — the importance of community colleges extends up through the production of doctorates."
Nearly one-fourth of Chicanos with doctorates started their higher education at a community college, according to a new report by the Chicano Studies Research Center at the University of California at Los Angeles. The report found that the proportion of Chicano doctorate holders who started out at a community college (23 percent) is more than twice that of doctorate holders who are white (11 percent), black (10 percent), Puerto Rican (6 percent) or Asian American (3 percent).
The only ethnic or racial group to come close to Chicanos in this regard is Native Americans (19 percent).
“For Chicana and Chicano students, the community college is the most critical gateway to postsecondary education,” said Daniel Solórzano, a professor of education at UCLA and associate director of the Chicano Studies Research Center.
As a result, he said, if educators and policy makers want to have more Chicano professors, they need to pay more attention to community college issues, and especially to efforts to help students at community colleges transfer to four-year institutions. Surveys have found that more than 70 percent of Latino students who enter a community college want to eventually transfer to a four-year institution, but fewer than 20 percent actually do so.
The UCLA findings come at a time that other students have found serious gaps in Ph.D. attainment by Latinos, compared to the rest of the population. For example, Chicanas make up 6.7 percent of the age cohort that typically earns Ph.D.’s, but receive only 1.1 percent of doctorates awarded to women. Chicanos make up 7.9 percent of their equivalent age cohort, and earn only about 1 percent of doctorates awarded to men.
The impact of attending a community college on earning a doctorate appears to vary by discipline. According to the UCLA study, Chicanos who started their educations in community colleges were most likely to earn doctorates in education and the social sciences. Education, for example, was the discipline of 40 percent of Chicano doctorates who started in community colleges and only 26 percent of Chicanos who started elsewhere.
Other fields are more likely to attract Chicano doctorates who didn’t start at two-year institutions. For example, 17 percent of such Chicanos received doctorates in the life sciences, compared to 11 percent of those who started at community colleges.
— Scott Jaschik
Nearly one-fourth of Chicanos with doctorates started their higher education at a community college, according to a new report by the Chicano Studies Research Center at the University of California at Los Angeles. The report found that the proportion of Chicano doctorate holders who started out at a community college (23 percent) is more than twice that of doctorate holders who are white (11 percent), black (10 percent), Puerto Rican (6 percent) or Asian American (3 percent).
The only ethnic or racial group to come close to Chicanos in this regard is Native Americans (19 percent).
“For Chicana and Chicano students, the community college is the most critical gateway to postsecondary education,” said Daniel Solórzano, a professor of education at UCLA and associate director of the Chicano Studies Research Center.
As a result, he said, if educators and policy makers want to have more Chicano professors, they need to pay more attention to community college issues, and especially to efforts to help students at community colleges transfer to four-year institutions. Surveys have found that more than 70 percent of Latino students who enter a community college want to eventually transfer to a four-year institution, but fewer than 20 percent actually do so.
The UCLA findings come at a time that other students have found serious gaps in Ph.D. attainment by Latinos, compared to the rest of the population. For example, Chicanas make up 6.7 percent of the age cohort that typically earns Ph.D.’s, but receive only 1.1 percent of doctorates awarded to women. Chicanos make up 7.9 percent of their equivalent age cohort, and earn only about 1 percent of doctorates awarded to men.
The impact of attending a community college on earning a doctorate appears to vary by discipline. According to the UCLA study, Chicanos who started their educations in community colleges were most likely to earn doctorates in education and the social sciences. Education, for example, was the discipline of 40 percent of Chicano doctorates who started in community colleges and only 26 percent of Chicanos who started elsewhere.
Other fields are more likely to attract Chicano doctorates who didn’t start at two-year institutions. For example, 17 percent of such Chicanos received doctorates in the life sciences, compared to 11 percent of those who started at community colleges.
— Scott Jaschik
Inside Higher Ed :: For Black Men Only
Inside Higher Ed :: For Black Men Only: "At many colleges, “freshman learning communities” have taken hold as a way to make sure more first-year students become second-year students. Participants in these communities live in the same dormitory and take some or all of the same courses. The idea is to integrate students’ academic and non-academic lives, and to create an environment where students will help one another succeed."
The University of West Georgia is among the institutions with such a program. But starting this week, the university is creating a new learning community — for black male students. Typically, freshman learning communities focus on general education or on a specific academic field. At West Georgia, the community for black men is an outgrowth of a professor’s vision for helping black male students improve academically while challenging the negative images of black men that pervade society.
“We have high expectations for students, and we’re telling students not to lower their expectations,” says Said Sewell, an assistant professor of political science who is leading the effort. “This program is about the mentorship of brothers supporting each other.”
Use the link to read the entire article.
The University of West Georgia is among the institutions with such a program. But starting this week, the university is creating a new learning community — for black male students. Typically, freshman learning communities focus on general education or on a specific academic field. At West Georgia, the community for black men is an outgrowth of a professor’s vision for helping black male students improve academically while challenging the negative images of black men that pervade society.
“We have high expectations for students, and we’re telling students not to lower their expectations,” says Said Sewell, an assistant professor of political science who is leading the effort. “This program is about the mentorship of brothers supporting each other.”
Use the link to read the entire article.
Inside Higher Ed :: Women, Minorities and the Sciences
Inside Higher Ed :: Women, Minorities and the Sciences: "National Science Foundation programs aimed at increasing the participation of women and members of underrepresented minority groups in science, mathematics and engineering have produced significant results — but “there is still a long way to go before individuals from underrepresented groups have full access” to those fields, a report by an NSF committee says."
Use the link to read the entire report.
Use the link to read the entire report.
Tuesday, August 30, 2005
1.1 million more Americans in poverty in 2004 - Aug. 30, 2005
1.1 million more Americans in poverty in 2004 - Aug. 30, 2005: "WASHINGTON (Reuters) - The U.S. poverty rate rose in 2004, driven by an increase in the number of poor non-Hispanic whites, while the median income for Americans as a whole remained stable, the government said on Tuesday.
The percentage of the U.S. population living in poverty rose to 12.7 percent from 12.5 percent in 2003, as 1.1 million more people slipped into poverty last year, the Census Bureau said in its annual poverty report.
The ranks of the poor rose to 37.0 million, up from 35.9 million the previous year, the report said.
The poverty rate rose for only one group -- non-Hispanic whites -- which had an 8.6 percent poverty rate for 2004 compared with 8.2 percent in 2003. The poverty rate declined for Asians and remained unchanged for blacks and Hispanics, the report showed.
The real median household income in 2004 totaled $44,389, flat from 2003 and marking the second consecutive year in which income showed no change.
Black households had the lowest median income among race groups, at $30,134, while Asian households had the highest, at $57,518. The median-income for non-Hispanic white households was $48,977 and was $34,241 for Hispanic households.
Income was unchanged in each census region except the U.S. Midwest, where it declined 2.8 percent to $44,657, the report said."
The percentage of the U.S. population living in poverty rose to 12.7 percent from 12.5 percent in 2003, as 1.1 million more people slipped into poverty last year, the Census Bureau said in its annual poverty report.
The ranks of the poor rose to 37.0 million, up from 35.9 million the previous year, the report said.
The poverty rate rose for only one group -- non-Hispanic whites -- which had an 8.6 percent poverty rate for 2004 compared with 8.2 percent in 2003. The poverty rate declined for Asians and remained unchanged for blacks and Hispanics, the report showed.
The real median household income in 2004 totaled $44,389, flat from 2003 and marking the second consecutive year in which income showed no change.
Black households had the lowest median income among race groups, at $30,134, while Asian households had the highest, at $57,518. The median-income for non-Hispanic white households was $48,977 and was $34,241 for Hispanic households.
Income was unchanged in each census region except the U.S. Midwest, where it declined 2.8 percent to $44,657, the report said."
Poverty Rate Rises to 12.7 Percent
Poverty Rate Rises to 12.7 Percent: "WASHINGTON -- The nation's poverty rate rose to 12.7 percent of the population last year, the fourth consecutive annual increase, the Census Bureau said Tuesday.
The percentage of people without health insurance did not change."
Overall, there were 37 million people living in poverty, up 1.1 million people from 2003.
Asians were the only ethnic group to show a decline in poverty _ from 11.8 percent in 2003 to 9.8 percent last year. The poverty rate among the elderly declined as well, from 10.2 percent in 2003 to 9.8 percent last year.
The last decline in overall poverty was in 2000, when 31.1 million people lived under the threshold _ 11.3 percent of the population. Since then, the poverty rate has increased steadily from 11.7 percent in 2001, when the economy slipped into recession, to 12.5 percent in 2003.
The number of people without health insurance grew from 45 million to 45.8 million. At the same time, the number of people with health insurance coverage grew by 2 million last year.
The median household income, meanwhile, stood at $44,389, unchanged from 2003. Among racial and ethnic groups blacks had the lowest median income and Asians the highest. Median income refers to the point at which half of households earn more and half earn less.
Regionally, income declined only in the Midwest, down 2.8 percent to $44,657. The South was the poorest region and the Northeast and the West had the highest median incomes.
The increase in poverty came despite strong economic growth, which helped create 2.2 million jobs last year.
The percentage of people without health insurance did not change."
Overall, there were 37 million people living in poverty, up 1.1 million people from 2003.
Asians were the only ethnic group to show a decline in poverty _ from 11.8 percent in 2003 to 9.8 percent last year. The poverty rate among the elderly declined as well, from 10.2 percent in 2003 to 9.8 percent last year.
The last decline in overall poverty was in 2000, when 31.1 million people lived under the threshold _ 11.3 percent of the population. Since then, the poverty rate has increased steadily from 11.7 percent in 2001, when the economy slipped into recession, to 12.5 percent in 2003.
The number of people without health insurance grew from 45 million to 45.8 million. At the same time, the number of people with health insurance coverage grew by 2 million last year.
The median household income, meanwhile, stood at $44,389, unchanged from 2003. Among racial and ethnic groups blacks had the lowest median income and Asians the highest. Median income refers to the point at which half of households earn more and half earn less.
Regionally, income declined only in the Midwest, down 2.8 percent to $44,657. The South was the poorest region and the Northeast and the West had the highest median incomes.
The increase in poverty came despite strong economic growth, which helped create 2.2 million jobs last year.
Sunday, August 21, 2005
Schools See IB Degree as Way to Boost Minority Achievement
Schools See IB Degree as Way to Boost Minority Achievement: "The once-unknown program has spread to two dozen other Washington area public high schools, including new IB schools this year in Montgomery and Anne Arundel counties, and has begun to inspire pre-IB programs in elementary and middle schools, most with the purpose of engaging more low-income students.
'The biggest benefit of IB to Mount Vernon High School is that now minority students have the same opportunities for an excellent high school education as the white students from more affluent homes,' said Calhoon, recently retired and helping another struggling IB school near her home in Beaufort, S.C. 'Any student who wants to excel can do so.'"
Use the link to read the entire article.
'The biggest benefit of IB to Mount Vernon High School is that now minority students have the same opportunities for an excellent high school education as the white students from more affluent homes,' said Calhoon, recently retired and helping another struggling IB school near her home in Beaufort, S.C. 'Any student who wants to excel can do so.'"
Use the link to read the entire article.
CNN.com - Report: Women still face bias in science - Aug 19, 2005
CNN.com - Report: Women still face bias in science - Aug 19, 2005: "WASHINGTON (Reuters) -- Women trying to make it as scientists face bias, hostility and a lack of respect that all combine to hold them back, a team of researchers reported Thursday.
These barriers both frighten women away from scientific careers and block the women who try to succeed, the researchers report in Friday's issue of the journal Science.
'There is still a lot of covert and overt hostility toward women,' said Jo Handelsman, a Howard Hughes Medical Institute Professor at the University of Wisconsin-Madison, who led the team.
'Some of it is outright illegal behavior, but most of it is subtle. It makes women feel undervalued and not respected.'"
Use the link to read the entire article.
These barriers both frighten women away from scientific careers and block the women who try to succeed, the researchers report in Friday's issue of the journal Science.
'There is still a lot of covert and overt hostility toward women,' said Jo Handelsman, a Howard Hughes Medical Institute Professor at the University of Wisconsin-Madison, who led the team.
'Some of it is outright illegal behavior, but most of it is subtle. It makes women feel undervalued and not respected.'"
Use the link to read the entire article.
Thursday, August 11, 2005
CNN.com - Census: Texas newest state where minorities are the majority - Aug 11, 2005
CNN.com - Census: Texas newest state where minorities are the majority - Aug 11, 2005: "According to the population estimates based on the 2000 Census, about 50.2 percent of Texans are now minorities. In the 2000 Census, minorities made up about 47 percent of the population in the second-largest state.
Texas joins California, New Mexico and Hawaii as states with majority-minority populations -- with Latinos the largest group in every one of those states except for Hawaii, where it is Asian-Americans.
Five other states -- Maryland, Mississippi, Georgia, New York and Arizona -- aren't far behind, with about 40 percent minorities."
Use the link to read the entire article.
Texas joins California, New Mexico and Hawaii as states with majority-minority populations -- with Latinos the largest group in every one of those states except for Hawaii, where it is Asian-Americans.
Five other states -- Maryland, Mississippi, Georgia, New York and Arizona -- aren't far behind, with about 40 percent minorities."
Use the link to read the entire article.
Study Finds Big Gains For KIPP
Study Finds Big Gains For KIPP: "Twenty-seven KIPP charter middle schools, including one in the District, have posted 'large and significant gains' beyond what is average for urban schools, according to a report by the Educational Policy Institute.
The Virginia Beach-based research organization, using data provided by the Knowledge Is Power Program, said 1,800 mostly low-income black and Hispanic fifth-graders showed gains significantly above average in reading, language and mathematics from 2003 to 2004."
Use the llink to read the entire article.
The Virginia Beach-based research organization, using data provided by the Knowledge Is Power Program, said 1,800 mostly low-income black and Hispanic fifth-graders showed gains significantly above average in reading, language and mathematics from 2003 to 2004."
Use the llink to read the entire article.
USATODAY.com - National Research Council criticizes high school labs
USATODAY.com - National Research Council criticizes high school labs: "National Research Council criticizes high school labs
WASHINGTON (AP) — While sleek crime-scene TV shows have turned students on to forensic science, an investigation of today's high school laboratories shows that reality isn't so flattering.
Most of the labs are of such poor quality that they don't follow basic principles of effective science teaching, said a report released Monday by the private National Research Council, a prominent adviser to government leaders on matters of science and engineering. "
Use the link above to read the entire article.
WASHINGTON (AP) — While sleek crime-scene TV shows have turned students on to forensic science, an investigation of today's high school laboratories shows that reality isn't so flattering.
Most of the labs are of such poor quality that they don't follow basic principles of effective science teaching, said a report released Monday by the private National Research Council, a prominent adviser to government leaders on matters of science and engineering. "
Use the link above to read the entire article.
Special-Ed Racial Imbalance Spurs Sanctions
Special-Ed Racial Imbalance Spurs Sanctions: "Blacks make up one-fifth of the student population in both Montgomery and Anne Arundel county public schools. But they make up two-fifths of the group labeled mentally retarded.
The two Maryland school systems are among five that face state sanctions because they steer too many struggling black students into special education with problems that, in a number of cases, could be addressed in a regular classroom, according to federal education officials. Starting this summer, the systems must spend a combined $8 million a year on efforts to reduce the number of black students in special-ed."
Use the link to read the entire article.
The two Maryland school systems are among five that face state sanctions because they steer too many struggling black students into special education with problems that, in a number of cases, could be addressed in a regular classroom, according to federal education officials. Starting this summer, the systems must spend a combined $8 million a year on efforts to reduce the number of black students in special-ed."
Use the link to read the entire article.
Hispanic kids go 'home' for summer | csmonitor.com
Hispanic kids go 'home' for summer | csmonitor.com: "NEW YORK - Aroni Torres, a New York City high school student and Dominican immigrant, enjoys learning English. Part of him wants to connect more to his own language and culture though, especially in school.
But even though Latinos are now the second-largest segment of the school-age population, Latino culture in school consists mostly of ethnic food festivals or dance assemblies. Some teens are even chastised for speaking their native Spanish in class, education experts say.
So to stay connected to his language and culture, every summer and Christmas break Aroni moves in with his grandmother, who lives in Santo Domingo. There, he passes afternoons speaking Spanish with his abuela and exploring the country with childhood friends.
'Over there I feel good speaking my language,' he says. 'Here, you're more embarrassed to speak in Spanish.'
For many families like the Torreses, sending children abroad for school breaks is a way to counter what some call a lack of cultural and linguistic sensitivity in public schools. Students hold on to their heritage and perfect their Spanish by living and often working with family abroad."
Use the link to read the entire article.
But even though Latinos are now the second-largest segment of the school-age population, Latino culture in school consists mostly of ethnic food festivals or dance assemblies. Some teens are even chastised for speaking their native Spanish in class, education experts say.
So to stay connected to his language and culture, every summer and Christmas break Aroni moves in with his grandmother, who lives in Santo Domingo. There, he passes afternoons speaking Spanish with his abuela and exploring the country with childhood friends.
'Over there I feel good speaking my language,' he says. 'Here, you're more embarrassed to speak in Spanish.'
For many families like the Torreses, sending children abroad for school breaks is a way to counter what some call a lack of cultural and linguistic sensitivity in public schools. Students hold on to their heritage and perfect their Spanish by living and often working with family abroad."
Use the link to read the entire article.
Subscribe to:
Posts (Atom)