CNN.com - Rosa Parks to lie in honor at Capitol - Oct 28, 2005: "In death, Rosa Parks is joining a select few, including presidents and war heroes, accorded a public viewing in the Capitol Rotunda. It's the place where, six years ago, President Clinton and congressional leaders lauded the former seamstress for a simple act of defiance that changed the course of race relations.
On Sunday, Parks becomes the first woman to lie in honor in the vast circular room under the Capitol dome.
"
Saturday, October 29, 2005
CNN.com - Georgia's only black engineering program set to close - Oct 28, 2005
CNN.com - Georgia's only black engineering program set to close - Oct 28, 2005: "Yemaya Stallworth came to Clark Atlanta University to get an engineering degree at a school where her teachers and classmates looked like her: black.
But that option may soon disappear -- if not for her, then for the students who come after her.
The historically black university has decided to eliminate the engineering department in May 2008 as part of a cost-cutting move at financially troubled Clark Atlanta. The department is Georgia's only black engineering program."
But that option may soon disappear -- if not for her, then for the students who come after her.
The historically black university has decided to eliminate the engineering department in May 2008 as part of a cost-cutting move at financially troubled Clark Atlanta. The department is Georgia's only black engineering program."
Friday, October 28, 2005
Rosa Parks and today's white youth - The Boston Globe
BEFORE RUSHING off to school, my seventh-grade daughter sat at the breakfast table scanning a newspaper story about Rosa Parks, the civil rights icon who died at age 92.
"Did you know who she was?" I asked. "Oh, Mom, what do you think?" she replied, a pre-teen's too-cool-for-you way of saying "yes."
Anna told me she learned about Parks at school, during "that holiday for black people" — which turned out to be not Kwanzaa, but Black History Month (February). "You should write about her," she said, "because, you know, there is still segregation."
Do you mean that black and white people don't live in the same neighborhoods and don't hang out together? I asked. "Yeah, write about that," she said.
This unexpected morning conversation proves that white suburban school children do learn about the contributions of courageous Americans like Rosa Parks. However, they learn about them in a bubble of time and space — within the context of a specific month, and often in schools with zero or few nonwhite classmates.
"Did you know who she was?" I asked. "Oh, Mom, what do you think?" she replied, a pre-teen's too-cool-for-you way of saying "yes."
Anna told me she learned about Parks at school, during "that holiday for black people" — which turned out to be not Kwanzaa, but Black History Month (February). "You should write about her," she said, "because, you know, there is still segregation."
Do you mean that black and white people don't live in the same neighborhoods and don't hang out together? I asked. "Yeah, write about that," she said.
This unexpected morning conversation proves that white suburban school children do learn about the contributions of courageous Americans like Rosa Parks. However, they learn about them in a bubble of time and space — within the context of a specific month, and often in schools with zero or few nonwhite classmates.
Wednesday, October 26, 2005
ETS and Pearson Longman ELT Launch Powerful New English-Language Learning Program
ETS and Pearson Longman ELT Launch Powerful New English-Language Learning Program
PRINCETON, N.J.--(BUSINESS WIRE)--Oct. 24, 2005--ETS, creators of the TOEFL(R) test, the world's leading test of academic English, and Pearson Longman, the leading publisher of English-Language Teaching programs, today unveiled a powerful instructional program to help people learn English and build the skills tested on the next generation TOEFL Internet-based test (TOEFL iBT). TOEFL iBT is a breakthrough in testing that emphasizes integrated skills and communicative competence and allows students to demonstrate the English skills needed for academic success."
Use the link to read more about the program.
PRINCETON, N.J.--(BUSINESS WIRE)--Oct. 24, 2005--ETS, creators of the TOEFL(R) test, the world's leading test of academic English, and Pearson Longman, the leading publisher of English-Language Teaching programs, today unveiled a powerful instructional program to help people learn English and build the skills tested on the next generation TOEFL Internet-based test (TOEFL iBT). TOEFL iBT is a breakthrough in testing that emphasizes integrated skills and communicative competence and allows students to demonstrate the English skills needed for academic success."
Use the link to read more about the program.
Charlotte Observer | 10/22/2005 | Middle school closes urban achievement gap
Charlotte Observer | 10/22/2005 | Middle school closes urban achievement gap: "The founders of one of the most successful middle schools in America were two of this year's recipients of the UNC Chapel Hill General Alumni Association's Distinguished Young Alumni Awards. Dacia Toll and Doug McCurry, Morehead Scholars who graduated in 1994, opened Amistad Academy, a public charter school in New Haven, Conn., six years ago. They wanted to see if a school tailored to the needs of disadvantaged urban children could close the achievement gap.
It can and it does.
In August 2004 the school was a subject of a PBS documentary which illustrates Amistad's success. Amistad is a school that is 97 percent African American and Latino, 84 percent who qualify for free lunch. Most students enter the fifth grade scoring an average of two years below grade level, yet by the end of their eighth-grade year, they are not only scoring as well as the wealthiest suburban students, in some cases they are even surpassing them."
Use the link to view the entire article.
It can and it does.
In August 2004 the school was a subject of a PBS documentary which illustrates Amistad's success. Amistad is a school that is 97 percent African American and Latino, 84 percent who qualify for free lunch. Most students enter the fifth grade scoring an average of two years below grade level, yet by the end of their eighth-grade year, they are not only scoring as well as the wealthiest suburban students, in some cases they are even surpassing them."
Use the link to view the entire article.
The Thread That Unraveled Segregation
Civil Rights Icon Dies at Age 92
Rosa Lee Parks, whose refusal to give up her bus seat to a white man sparked the modern civil rights movement, died Monday, Oct. 24, 2005. She was 92.
Use the link to read the entire article.
Rosa Lee Parks, whose refusal to give up her bus seat to a white man sparked the modern civil rights movement, died Monday, Oct. 24, 2005. She was 92.
Use the link to read the entire article.
Saturday, October 15, 2005
80% of Poor Lack Civil Legal Aid, Study Says
80% of Poor Lack Civil Legal Aid, Study Says: "At least 80 percent of low-income Americans who need civil legal assistance do not receive any, in part because legal aid offices in this country are so stretched that they routinely turn away qualified prospective clients, a new study shows.Roughly 1 million cases per year are being rejected because legal aid programs lack the resources to handle them, according to the study, 'Documenting the Justice Gap in America,' by the Legal Services Corp. (LSC), which funds 143 legal aid programs across the country."
Use the link to read the entire article.
Use the link to read the entire article.
Friday, October 14, 2005
Dallas Morning News | News for Dallas, Texas | Education
Dallas Morning News | News for Dallas, Texas | Education
CARROLLTON – Even kindergartners are bringing iPods to class these days. But schools in the Carrollton-Farmers Branch district aren't confiscating the portable music players. They're paying for them.
The district's kindergartners jack up Apple iPods during class to help master vocabulary. In all grades, English as a second language students use the devices to learn the language.
Use the link to read the entire article.
CARROLLTON – Even kindergartners are bringing iPods to class these days. But schools in the Carrollton-Farmers Branch district aren't confiscating the portable music players. They're paying for them.
The district's kindergartners jack up Apple iPods during class to help master vocabulary. In all grades, English as a second language students use the devices to learn the language.
Use the link to read the entire article.
Thursday, October 13, 2005
Painkillers Understocked in Minority Neighborhoods, Study Says
Painkillers Understocked in Minority Neighborhoods, Study Says: "Pharmacies in black neighborhoods are much less likely to carry sufficient supplies of popular opioid painkillers than those in white neighborhoods, a new study has found, leading researchers to conclude that minorities are routinely undertreated for chronic pain.
The study found that the disparity between what is available to patients in majority-black neighborhoods compared with majority-white areas had little to do with income levels, as pharmacies in wealthy black neighborhoods were no more likely to carry the prescription painkillers than those in poorer black neighborhoods. In wealthy white neighborhoods, however, pharmacies were far more likely to carry sufficient stock than in poor white communities."
Use the link to read the entire article.
The study found that the disparity between what is available to patients in majority-black neighborhoods compared with majority-white areas had little to do with income levels, as pharmacies in wealthy black neighborhoods were no more likely to carry the prescription painkillers than those in poorer black neighborhoods. In wealthy white neighborhoods, however, pharmacies were far more likely to carry sufficient stock than in poor white communities."
Use the link to read the entire article.
newsobserver.com | Education
newsobserver.com | Education: "Fear of 'acting white' is 'not the issue'
By PATRICK WINN, Staff Writer
CHAPEL HILL -- Fears of being mocked for 'acting white' don't cause many black students to avoid good grades or advanced classes, according to a new study.
But too often, the study says, educators use the 'acting white' excuse as a cop out, an explanation for why black students don't score as well on average as whites.
Straight-A students of all races are equally susceptible to the 'geek' or 'stuck-up' label, according to the report, published in August in the American Sociological Review."
Use the link to read the entire article.
By PATRICK WINN, Staff Writer
CHAPEL HILL -- Fears of being mocked for 'acting white' don't cause many black students to avoid good grades or advanced classes, according to a new study.
But too often, the study says, educators use the 'acting white' excuse as a cop out, an explanation for why black students don't score as well on average as whites.
Straight-A students of all races are equally susceptible to the 'geek' or 'stuck-up' label, according to the report, published in August in the American Sociological Review."
Use the link to read the entire article.
Identifying ‘achievement gap’ just the beginning
Identifying ‘achievement gap’ just the beginning: "Cindy Kerr has seen firsthand how low expectations and prejudice can play out in the county’s public schools.
Several years ago, she attended a parent-teacher conference for a student who was having trouble in school.
The teacher asked if Kerr, who is white, was there because she was the school’s PTA president. He was ‘‘flabbergasted,” she said, to learn that the student who was having trouble was her nephew, the product of a mixed-race family.
‘‘From the way he dresses I thought he was one of them,” Kerr recalled the teacher saying.
‘‘One of them?” she asked.
‘‘A thug,” the teacher replied.
‘‘He didn’t know he [my nephew] came from a good family,” said Kerr, who is president of the county council of PTAs. ‘‘[My nephew] had been labeled and didn’t have the same expectations because he dressed different or looked different.”
The conversation was emblematic of the complex challenge the public school system faces in addressing the growing achievement gap between black and Latino students and their white and Asian classmates."
Use the link to read the complete story.
Several years ago, she attended a parent-teacher conference for a student who was having trouble in school.
The teacher asked if Kerr, who is white, was there because she was the school’s PTA president. He was ‘‘flabbergasted,” she said, to learn that the student who was having trouble was her nephew, the product of a mixed-race family.
‘‘From the way he dresses I thought he was one of them,” Kerr recalled the teacher saying.
‘‘One of them?” she asked.
‘‘A thug,” the teacher replied.
‘‘He didn’t know he [my nephew] came from a good family,” said Kerr, who is president of the county council of PTAs. ‘‘[My nephew] had been labeled and didn’t have the same expectations because he dressed different or looked different.”
The conversation was emblematic of the complex challenge the public school system faces in addressing the growing achievement gap between black and Latino students and their white and Asian classmates."
Use the link to read the complete story.
Thursday, October 06, 2005
Schools, Public Schools, School Districts - SchoolMatters
Schools, Public Schools, School Districts - SchoolMatters: "Helping All Students Learn: Identifying School Districts Across the U.S. that are Significantly Narrowing Achievement Gaps
Introduction
In far too many classrooms across America, the academic performance of black, Hispanic and economically disadvantaged students is more likely to lag behind that of their white or more well-off classmates.
It is no mystery that these longstanding achievement gaps exist; they have been well documented by researchers for decades, and their closure is one of the most persistent challenges in American education. In fact, narrowing and ultimately closing achievement gaps on states' reading and math tests is one of the explicit goals of the federal No Child Left Behind (NCLB) Act, and the impetus behind many school improvement efforts across the nation.
Yet the challenge of narrowing achievement gaps is a more complex undertaking than is often realized. For example, where racial achievement gaps are concerned, it is not enough to simply decrease the difference in the average proficiency rates between white and minority students, because the gap can narrow as the result of one group's falling or static test scores. This is illustrated when a higher-performing group's scores decline, while a lower-performing group's scores remain stable. The result: a narrowed gap without any improvement in achievement. Therefore, a narrowing achievement gap is most significant when the average proficiency rates of both groups being compared increase .
Equity in achievement levels between different student groups is a critically important goal that is receiving well-deserved attention by educators and policymakers alike. However, casual observers of racial achievement gaps may erroneously infer that low academic performance is a problem primarily among minority children. While it is true that when compared to white students, a higher percentage of black and Hispanic students fail to demonstrate 'proficiency' on many states' reading and math tests, a higher number of whites fail to do so in many states. In other words, whites, not minorities, frequently make up the greatest number of students lacking proficiency in reading and/or mathematics compared to any other racial group. Moreover, Asian students-themselves a minority group in most American communities-are more likely than any other racial group to meet or exceed performance standards on many states' tests. "
Use the link to read the entire report.
Introduction
In far too many classrooms across America, the academic performance of black, Hispanic and economically disadvantaged students is more likely to lag behind that of their white or more well-off classmates.
It is no mystery that these longstanding achievement gaps exist; they have been well documented by researchers for decades, and their closure is one of the most persistent challenges in American education. In fact, narrowing and ultimately closing achievement gaps on states' reading and math tests is one of the explicit goals of the federal No Child Left Behind (NCLB) Act, and the impetus behind many school improvement efforts across the nation.
Yet the challenge of narrowing achievement gaps is a more complex undertaking than is often realized. For example, where racial achievement gaps are concerned, it is not enough to simply decrease the difference in the average proficiency rates between white and minority students, because the gap can narrow as the result of one group's falling or static test scores. This is illustrated when a higher-performing group's scores decline, while a lower-performing group's scores remain stable. The result: a narrowed gap without any improvement in achievement. Therefore, a narrowing achievement gap is most significant when the average proficiency rates of both groups being compared increase .
Equity in achievement levels between different student groups is a critically important goal that is receiving well-deserved attention by educators and policymakers alike. However, casual observers of racial achievement gaps may erroneously infer that low academic performance is a problem primarily among minority children. While it is true that when compared to white students, a higher percentage of black and Hispanic students fail to demonstrate 'proficiency' on many states' reading and math tests, a higher number of whites fail to do so in many states. In other words, whites, not minorities, frequently make up the greatest number of students lacking proficiency in reading and/or mathematics compared to any other racial group. Moreover, Asian students-themselves a minority group in most American communities-are more likely than any other racial group to meet or exceed performance standards on many states' tests. "
Use the link to read the entire report.
Are You a Racist? With the Cast of 'Crash'
Are You a Racist? With the Cast of 'Crash': "Racism is a system in which we all participate, says Professor Ray Winbush, race relations expert and Director of the Institute for Urban Affairs at Morgan State University. Use the link to answer the questions and see how your results compare."
Wednesday, October 05, 2005
Making Schools Work with Hedrick Smith | PBS
Making Schools Work with Hedrick Smith | PBS: "PBS WILL BROADCAST MAKING SCHOOLS WORK WITH HEDRICK SMITH
AS A PROGRAM OF NOTE
NATIONWIDE, PRIME TIME, OCTOBER 5, 9-11 PM No topic worries American families more than the quality of our schools. MAKING
SCHOOLS WORK with Hedrick Smith offers a rare and often surprising look at success
in unexpected places, with enormous implications for public schools nationwide."
AS A PROGRAM OF NOTE
NATIONWIDE, PRIME TIME, OCTOBER 5, 9-11 PM No topic worries American families more than the quality of our schools. MAKING
SCHOOLS WORK with Hedrick Smith offers a rare and often surprising look at success
in unexpected places, with enormous implications for public schools nationwide."
High Court to Hear Md. Special-Ed Case
High Court to Hear Md. Special-Ed Case: "Jocelyn and Martin Schaffer realized their son Brian was having trouble learning when, as a toddler, he was slow in beginning to speak and didn't like to color or draw. When he was old enough, they put him in a private school, but soon the teachers there told the Potomac family that Brian needed even more help.
The family turned to the Montgomery County school system, which developed a special education plan for Brian, who by then was in seventh grade. But the Schaffers thought the plan was inadequate, and when the county would not alter it, they went to court to try to get it changed."
With more than 6.4 million school-aged children in the United States receiving special education, such disputes are not uncommon. How to settle them has been the difficulty. And now, the U.S. Supreme Court will decide.
The justices will hear oral arguments today on who bears the burden of proof in such legal disputes, parents or school systems, with the outcome likely to have a significant impact on the country's schools and special education.
Use the link to read the entire article.
The family turned to the Montgomery County school system, which developed a special education plan for Brian, who by then was in seventh grade. But the Schaffers thought the plan was inadequate, and when the county would not alter it, they went to court to try to get it changed."
With more than 6.4 million school-aged children in the United States receiving special education, such disputes are not uncommon. How to settle them has been the difficulty. And now, the U.S. Supreme Court will decide.
The justices will hear oral arguments today on who bears the burden of proof in such legal disputes, parents or school systems, with the outcome likely to have a significant impact on the country's schools and special education.
Use the link to read the entire article.
AERA.net
AERA.net: "Second Annual Brown Lecture in Education
Thursday, October 20, 2005 at 6 p.m.
Ronald Reagan Building and International Trade Center
Washington, D.C.
Claude M. Steele has been selected to present this special AERA lecture, which focuses on equality and equity in education research. A Stanford University psychologist, Professor Steele has conducted research which has changed how social scientists think about prejudice and stereotypes. On September 1, Professor Steele becomes director of the prestigious Center for Advanced Study in the Behavioral Sciences, an independent organization dedicated to advancing knowledge about human behavior through research. The center is located in Stanford, California."
Thursday, October 20, 2005 at 6 p.m.
Ronald Reagan Building and International Trade Center
Washington, D.C.
Claude M. Steele has been selected to present this special AERA lecture, which focuses on equality and equity in education research. A Stanford University psychologist, Professor Steele has conducted research which has changed how social scientists think about prejudice and stereotypes. On September 1, Professor Steele becomes director of the prestigious Center for Advanced Study in the Behavioral Sciences, an independent organization dedicated to advancing knowledge about human behavior through research. The center is located in Stanford, California."
Tuesday, October 04, 2005
Top Graduates Line Up to Teach to the Poor - New York Times
Top Graduates Line Up to Teach to the Poor - New York Times: "Lucas E. Nikkel, a Dartmouth graduate, wants to be a doctor, but for now he is teaching eighth-grade chemistry at a middle school in North Carolina, one of nearly 2,200 new members of Teach for America.
'I'm looking at medical school, and everybody says taking time off first is a good idea,' he said. 'I think I'm like a lot of people who know they want to do something meaningful before they start their careers.'"
For a surprisingly large number of bright young people, Teach for America - which sends recent college graduates into poor rural and urban schools for two years for the same pay and benefits as other beginning teachers at those schools - has become the next step after graduation. It is the postcollege do-good program with buzz, drawing those who want to contribute to improving society while keeping their options open, building an ever-more impressive résumé and delaying long-term career decisions.
This year, Teach for America drew applications from 12 percent of Yale's graduates, 11 percent of Dartmouth's and 8 percent of Harvard's and Princeton's. The group also recruits for diversity, and this year got applications from 12 percent of the graduates of Spelman College, a historically black women's college in Atlanta.
All told, a record 17,350 recent college graduates applied to Teach for America this year. After a drop last year, applications were up nearly 30 percent. Teach for America accepted about a third of this year's Ivy League applicants, and about a sixth of all applications.
Use the link to read the entire article.
'I'm looking at medical school, and everybody says taking time off first is a good idea,' he said. 'I think I'm like a lot of people who know they want to do something meaningful before they start their careers.'"
For a surprisingly large number of bright young people, Teach for America - which sends recent college graduates into poor rural and urban schools for two years for the same pay and benefits as other beginning teachers at those schools - has become the next step after graduation. It is the postcollege do-good program with buzz, drawing those who want to contribute to improving society while keeping their options open, building an ever-more impressive résumé and delaying long-term career decisions.
This year, Teach for America drew applications from 12 percent of Yale's graduates, 11 percent of Dartmouth's and 8 percent of Harvard's and Princeton's. The group also recruits for diversity, and this year got applications from 12 percent of the graduates of Spelman College, a historically black women's college in Atlanta.
All told, a record 17,350 recent college graduates applied to Teach for America this year. After a drop last year, applications were up nearly 30 percent. Teach for America accepted about a third of this year's Ivy League applicants, and about a sixth of all applications.
Use the link to read the entire article.
DenverPost.com - LOCAL NEWS
DenverPost.com - LOCAL NEWS: "A persistent achievement gap between black and Latino students and their white and Asian classmates permeates Colorado schools - from the wealthiest, top-rated districts to the poorest and most rural - newly released state data show.
There were a few exceptions to that rule. But from Boulder Valley, which had some of the largest gaps in the state, to top-ranked Cherry Creek High, to the Yuma School District, data from the Colorado Student Assessment Program tests indicate many schools are struggling to bring all their students to the same performance level.
At Cherry Creek High, for example, 82 percent of the white ninth-graders were at least proficient on last school year's writing test and 41 percent of Latino ninth-graders could write at grade level.
At Manhattan Middle School of Arts and Academics in Boulder, 88 percent of white students were proficient in sixth-grade writing, but only 24 percent of the Hispanic students were.
'The achievement gap exists on all economic levels,' said Glenn E. Singleton, executive director of the California-based Pacific Educational Group and a consultant for the Cherry Creek Schools."
Use the link to read the entire article.
There were a few exceptions to that rule. But from Boulder Valley, which had some of the largest gaps in the state, to top-ranked Cherry Creek High, to the Yuma School District, data from the Colorado Student Assessment Program tests indicate many schools are struggling to bring all their students to the same performance level.
At Cherry Creek High, for example, 82 percent of the white ninth-graders were at least proficient on last school year's writing test and 41 percent of Latino ninth-graders could write at grade level.
At Manhattan Middle School of Arts and Academics in Boulder, 88 percent of white students were proficient in sixth-grade writing, but only 24 percent of the Hispanic students were.
'The achievement gap exists on all economic levels,' said Glenn E. Singleton, executive director of the California-based Pacific Educational Group and a consultant for the Cherry Creek Schools."
Use the link to read the entire article.
Saturday, October 01, 2005
NEA: NEA Today: October 2005 Up Front
NEA: NEA Today: October 2005 Up Front: "
What's not in a name
Expect More from Ebony
Do you think Ebony is as smart as Emily? Unfortunately, the answer might be no.
A University of Florida (UF) professor, who examined academic data on more than 50,000 students with identifiably African-American and Caucasian names, found that Demetrius and Deja paid a price for those handles. When teachers and administrators selected students for gifted programs, a 'Jake' was more likely to get the nod than a 'Jamal'?even if they had identical test scores.
It's about low expectations, says UF's David Figlio?and eventually it translates into lower test scores for the kids. When checking into sibling pairs, one with a 'regular' name and the other with a 'racial' name, he found the kids who had names associated with low socioeconomic status scored lower in reading and math. Meanwhile, siblings with Asian-sounding names did better than their Anglo-sounding sisters and brothers!
What's not in a name
Expect More from Ebony
Do you think Ebony is as smart as Emily? Unfortunately, the answer might be no.
A University of Florida (UF) professor, who examined academic data on more than 50,000 students with identifiably African-American and Caucasian names, found that Demetrius and Deja paid a price for those handles. When teachers and administrators selected students for gifted programs, a 'Jake' was more likely to get the nod than a 'Jamal'?even if they had identical test scores.
It's about low expectations, says UF's David Figlio?and eventually it translates into lower test scores for the kids. When checking into sibling pairs, one with a 'regular' name and the other with a 'racial' name, he found the kids who had names associated with low socioeconomic status scored lower in reading and math. Meanwhile, siblings with Asian-sounding names did better than their Anglo-sounding sisters and brothers!
NEA: Priority Scholarships
NEA: Priority Scholarships: "The Foundation and the National Education Association believe that pre-K through 12 curriculum should be taught by licensed teachers. We recognize that in certain urban, suburban, and rural communities not every teacher is licensed. In an effort to help teachers become fully licensed, the Foundation and NEA have agreed to join forces to assist teachers who desire to gain full licensure.
The Foundation and NEA are offering financial assistance and professional development assistance to help teachers who are working under provisional certification and teacher candidates. Assistance is offered in the following areas:
* Tuition
* Books
* Support for preparing to take a state teacher licensure examination
To be eligible for this program you must be currently employed as a teacher in a K-12 public school, or currently enrolled in an accredited school of education. Scholarship winners must commit to teach a minimum of three years in identified communities, to be locally determined.
Scholarships will be made through Historically Black Colleges and Universities in selected areas throughout the United States. If you are interested in participating in this program, please fill out the attached short questionnaire and we will determine your eligibility and an appropriate local HBCU for you to work through.
"
The Foundation and NEA are offering financial assistance and professional development assistance to help teachers who are working under provisional certification and teacher candidates. Assistance is offered in the following areas:
* Tuition
* Books
* Support for preparing to take a state teacher licensure examination
To be eligible for this program you must be currently employed as a teacher in a K-12 public school, or currently enrolled in an accredited school of education. Scholarship winners must commit to teach a minimum of three years in identified communities, to be locally determined.
Scholarships will be made through Historically Black Colleges and Universities in selected areas throughout the United States. If you are interested in participating in this program, please fill out the attached short questionnaire and we will determine your eligibility and an appropriate local HBCU for you to work through.
"
New Orleans's Black Colleges Hit Hard
New Orleans's Black Colleges Hit Hard
Concern is growing among black educators about the future of New Orleans's three historic African American universities, which were hit much harder by Katrina -- and have fewer resources with which to recover -- than the city's other major colleges.
Dillard University, Xavier University of Louisiana and Southern University at New Orleans got smacked with at least $1 billion in flood and fire destruction -- by far the worst damage of all the city's institutions of higher education.
Use the link to read the entire article.
Concern is growing among black educators about the future of New Orleans's three historic African American universities, which were hit much harder by Katrina -- and have fewer resources with which to recover -- than the city's other major colleges.
Dillard University, Xavier University of Louisiana and Southern University at New Orleans got smacked with at least $1 billion in flood and fire destruction -- by far the worst damage of all the city's institutions of higher education.
Use the link to read the entire article.
New principal gets kids involved in RAP
New principal gets kids involved in RAP
Andrew Winter has just begun as the new principal at Greencastle Elementary in Silver Spring, but he’s already ushering in new academic programs and initiatives to get parents and community involved in the school.
Monday morning, the school held its first classes of the new extracurricular program, Realizing Academic Potential. The RAP program allows students to receive extra schooling in math and reading — two core skills tested by the federal No Child Left Behind Act.
‘‘Based on the projected enrollment, the number of students this might affect is about 25 percent, including students who just miss the proficient level on the [Maryland State Assessment tests],” he said. ‘‘It’s not a homework club — it’s a program to give them an extra hour of instruction for reading and math each day.”
The program, which serves students whose parents opt-in, is scheduled for four days each week before and after school.
Use the link to read the entire article.
Andrew Winter has just begun as the new principal at Greencastle Elementary in Silver Spring, but he’s already ushering in new academic programs and initiatives to get parents and community involved in the school.
Monday morning, the school held its first classes of the new extracurricular program, Realizing Academic Potential. The RAP program allows students to receive extra schooling in math and reading — two core skills tested by the federal No Child Left Behind Act.
‘‘Based on the projected enrollment, the number of students this might affect is about 25 percent, including students who just miss the proficient level on the [Maryland State Assessment tests],” he said. ‘‘It’s not a homework club — it’s a program to give them an extra hour of instruction for reading and math each day.”
The program, which serves students whose parents opt-in, is scheduled for four days each week before and after school.
Use the link to read the entire article.
Friday, September 30, 2005
The Heartland Institute - Early Intervention Program Aims to Keep Kids out of Special Ed - by Wendy Cloyd
The Heartland Institute - Early Intervention Program Aims to Keep Kids out of Special Ed - by Wendy Cloyd: "
A Colorado Springs, Colorado school district is implementing a pilot program to address one of the greatest challenges classroom teachers face: meeting struggling students' needs as soon as they appear.
Since federal rules and regulations for the revamped Individuals with Disabilities Education Improvement Act have not been sent to the state level yet, Colorado Springs School District 11 is launching a pilot project using a new special education model called Responsiveness to Intervention (RTI).
New Model
Under the RTI model, educators begin giving extra help to struggling students as soon as a potential learning problem is identified, long before a child qualifies for special education. While RTI does not exclude entry into special education at a later date, in many cases special education becomes unnecessary because of early intervention, analysts say.
The National Research Council on Learning Disabilities, a project of the U.S. Department of Education, is currently conducting research on alternative methods of identifying learning disabilities. RTI will be an important part of the evaluation, according to the group's Web site.
Patty Luttrell, special education staffing coordinator at Colorado Springs' Stratton Elementary School, is excited about the RTI pilot program because, she says, it will allow the school to help needy students while providing classroom teachers with much-needed support. Training in the model will be given to all teachers in the school; special education teachers will be used for early intervention and helping regular education teachers identify students' needs.
'We used to have to wait until at least third grade to test them to see if they needed academic or behavioral support,' Luttrell said. 'RTI will allow us to provide research-based interventions before we look at using all the time and money it takes to assess a student for special education services.'
Use the link to read the entire article.
"
A Colorado Springs, Colorado school district is implementing a pilot program to address one of the greatest challenges classroom teachers face: meeting struggling students' needs as soon as they appear.
Since federal rules and regulations for the revamped Individuals with Disabilities Education Improvement Act have not been sent to the state level yet, Colorado Springs School District 11 is launching a pilot project using a new special education model called Responsiveness to Intervention (RTI).
New Model
Under the RTI model, educators begin giving extra help to struggling students as soon as a potential learning problem is identified, long before a child qualifies for special education. While RTI does not exclude entry into special education at a later date, in many cases special education becomes unnecessary because of early intervention, analysts say.
The National Research Council on Learning Disabilities, a project of the U.S. Department of Education, is currently conducting research on alternative methods of identifying learning disabilities. RTI will be an important part of the evaluation, according to the group's Web site.
Patty Luttrell, special education staffing coordinator at Colorado Springs' Stratton Elementary School, is excited about the RTI pilot program because, she says, it will allow the school to help needy students while providing classroom teachers with much-needed support. Training in the model will be given to all teachers in the school; special education teachers will be used for early intervention and helping regular education teachers identify students' needs.
'We used to have to wait until at least third grade to test them to see if they needed academic or behavioral support,' Luttrell said. 'RTI will allow us to provide research-based interventions before we look at using all the time and money it takes to assess a student for special education services.'
Use the link to read the entire article.
"
Wednesday, September 28, 2005
ASCD
Research Matters / Creating Culturally Responsive Schools
Barbara Bazron, David Osher and Steve Fleischman
During the last 10 years, U.S. schools have experienced a rapid growth in ethnic and racial diversity. In the near future, the young people now filling classrooms will be paying taxes, working in the public and private sectors, and consuming the goods and services that fuel our economy. Given the increased diversity of the student population, how can schools ensure that all students master the social, emotional, intellectual, and technical competencies necessary to fulfill these essential roles?
Use the link to read the entire article.
Barbara Bazron, David Osher and Steve Fleischman
During the last 10 years, U.S. schools have experienced a rapid growth in ethnic and racial diversity. In the near future, the young people now filling classrooms will be paying taxes, working in the public and private sectors, and consuming the goods and services that fuel our economy. Given the increased diversity of the student population, how can schools ensure that all students master the social, emotional, intellectual, and technical competencies necessary to fulfill these essential roles?
Use the link to read the entire article.
Program lets children "live" slavery - Education - MSNBC.com
ALPINE, Ala. - The girl stares at the ground, the man looming beside her. Directly ahead is a path for escape. Others stand rigidly with eyes cast downward.
“They’re runaways, ain’t they? You don’t even have a concept of freedom, do you?” the man barks at her face. “You a slave, girl?”
She nods, a few others sniffle.
The 50 children, only one of whom is black, were experiencing the cruelties inflicted upon slaves who tried to escape north through the Underground Railroad.
“Slaves had to go through that every day and I only did it for an hour,” said 11-year-old Nicole Wallis, who was so frightened that she left the living history program halfway through.
The reenactment at the YMCA’s Camp Cosby, about 45 miles east of Birmingham, is one of several nationwide, but uniquely intense. Camp counselors attempt to give a realistic perspective about slavery to fourth- and fifth-grade students by dressing as slave traders, bounty hunters and abolitionist and sending students on a risky journey through the dense woods surrounding the camp.
Use the link to read the entire article.
“They’re runaways, ain’t they? You don’t even have a concept of freedom, do you?” the man barks at her face. “You a slave, girl?”
She nods, a few others sniffle.
The 50 children, only one of whom is black, were experiencing the cruelties inflicted upon slaves who tried to escape north through the Underground Railroad.
“Slaves had to go through that every day and I only did it for an hour,” said 11-year-old Nicole Wallis, who was so frightened that she left the living history program halfway through.
The reenactment at the YMCA’s Camp Cosby, about 45 miles east of Birmingham, is one of several nationwide, but uniquely intense. Camp counselors attempt to give a realistic perspective about slavery to fourth- and fifth-grade students by dressing as slave traders, bounty hunters and abolitionist and sending students on a risky journey through the dense woods surrounding the camp.
Use the link to read the entire article.
Friday, September 23, 2005
Authors Challenge Schools to Challenge Students
Authors Challenge Schools to Challenge Students: "wo new books on how to teach students of divergent abilities seem at first to have been written on different planets.
But Deborah L. Ruf's 'Losing Our Minds: Gifted Children Left Behind' and a new edition of Jeannie Oakes's 'Keeping Track: How Schools Structure Inequality' eventually reveal a similar frustration. Both want children to be given more individual attention and more of an academic challenge than they are getting in most schools."
Use the link to read the entire article.
But Deborah L. Ruf's 'Losing Our Minds: Gifted Children Left Behind' and a new edition of Jeannie Oakes's 'Keeping Track: How Schools Structure Inequality' eventually reveal a similar frustration. Both want children to be given more individual attention and more of an academic challenge than they are getting in most schools."
Use the link to read the entire article.
Tuesday, September 20, 2005
MindOH! Foundation - Initiatives > Thinking it Through
MindOH! Foundation - Initiatives > Thinking it Through: "Resources for Hurricane Katrina
Earlier this week Hurricane Katrina slammed into the Gulf Coast states. It was one of the most powerful hurricanes in recorded history. Many lost their homes and businesses. Others experienced emotional or physical injuries, and some lost their lives. Thousands need shelter, food, water, and medical supplies.
Thought-Provoking Activities for Young People
The MindOH! Foundation has created lesson plans and activities that can be used in classrooms, youth groups and families. These tools will help young people explore topics ranging from finding the good that can come from a bad situation, to the importance of putting good character into action by serving those in need."
Use the link to access the activities.
Earlier this week Hurricane Katrina slammed into the Gulf Coast states. It was one of the most powerful hurricanes in recorded history. Many lost their homes and businesses. Others experienced emotional or physical injuries, and some lost their lives. Thousands need shelter, food, water, and medical supplies.
Thought-Provoking Activities for Young People
The MindOH! Foundation has created lesson plans and activities that can be used in classrooms, youth groups and families. These tools will help young people explore topics ranging from finding the good that can come from a bad situation, to the importance of putting good character into action by serving those in need."
Use the link to access the activities.
Wednesday, September 14, 2005
CNN.com - Oldest elementary school pupil tours NYC - Sep 14, 2005
CNN.com - Oldest elementary school pupil tours NYC - Sep 14, 2005: "NEW YORK (AP) -- Kimani Ng'ang'a waited more than eight decades for his first day of school. The Kenyan villager wants to make sure nobody else has to wait that long.
The 85-year-old man, billed as the world's oldest elementary school pupil, toured Manhattan Tuesday to promote a global campaign urging assistance for an estimated 100 million children denied an education because of poverty.
Kimani only started his formal education in January 2004.
'Look what school has done for me so far,' said Kimani, standing in Battery Park with the Statue of Liberty behind him. 'Here I am in New York.'
As part of his visit, Kimani traveled around Manhattan in a yellow school bus to spread his message about education for needy children."
Use the link to read the entire story.
The 85-year-old man, billed as the world's oldest elementary school pupil, toured Manhattan Tuesday to promote a global campaign urging assistance for an estimated 100 million children denied an education because of poverty.
Kimani only started his formal education in January 2004.
'Look what school has done for me so far,' said Kimani, standing in Battery Park with the Statue of Liberty behind him. 'Here I am in New York.'
As part of his visit, Kimani traveled around Manhattan in a yellow school bus to spread his message about education for needy children."
Use the link to read the entire story.
Friday, September 09, 2005
SAT Scores Still Differ for Whites, Blacks
SAT Scores Still Differ for Whites, Blacks: "The achievement gap between white and black students on the SAT is five times as large at Annapolis High School as at Southern High School in Harwood, illustrating that the goal of racial parity may be more easily attained in some parts of the county than others.
The SAT achievement gap is essentially unchanged in Anne Arundel County over the past three years, based on a review of scores from 2003 to 2005 for white and black students. The gap has narrowed at four schools in that time span, but it has widened at six others, among the 10 high schools with sufficient numbers of black students to warrant a comparison."
The SAT achievement gap is essentially unchanged in Anne Arundel County over the past three years, based on a review of scores from 2003 to 2005 for white and black students. The gap has narrowed at four schools in that time span, but it has widened at six others, among the 10 high schools with sufficient numbers of black students to warrant a comparison."
Wednesday, September 07, 2005
Hear JONATHAN KOZOL
Hear JONATHAN KOZOL
acclaimed author of
SAVAGE INEQUALITIES,
on the release of his new book,
THE SHAME OF THE NATION:
THE RESTORATION OF APARTHEID SCHOOLING IN AMERICA
Saturday, September 17, 2005
2-4PM
Blair High School Auditorium
51 University Boulevard, Silver Spring, MD 20901
BOOKS WILL BE AVAILABLE FOR PURCHASE TO BE SIGNED BY THE AUTHOR.
This event is brought to you by the
Center For Teacher Leadership
and co-sponsored by the
Equity in Education Coalition in Montgomery County
Montgomery County Education Association
Progressive Maryland
NAACP Parents Council
Blair Students for Global Responsibility
Montgomery County Education Forum
EXCERPTS:
Many Americans who live far from our major cities and who have no firsthand knowledge of
the realities to be found in urban public schools seem to have the rather vague and general
impression that the great extremes of racial isolation that were matters of grave national
significance some thirty-five or forty years ago have gradually but steadily diminished in more
recent years. The truth, unhappily, is that the trend, for well over a decade now, has been
precisely the reverse. Schools that were already deeply segregated twenty-five or thirty years
ago are no less segregated now, while thousands of other schools around the country that had
been integrated either voluntarily or by the force of law have since been rapidly resegregating.
* * *
'I went to Washington to challenge the soft bigotry of low expectations,' said President Bush in
his campaign for reelection in September 2004. 'It's working. It's making a difference.' Here we
have one of those deadly lies that by sheer repetition is at length accepted by surprisingly large
numbers of Americans. But it is not the truth; and it is not an innocent misstatement of the facts.
It is a devious appeasement of the heartache of the parents of the black and brown and poor,
and if it is not forcefully resisted it will lead us further in a very dangerous direction.
* * *
Whether the issue is inequity alone or deepening resegregation or the labyrinthine intertwining
of the two, it is well past the time for us to start the work that it will take to change this. If it
takes people marching in the streets and other forms of adamant disruption of the governing
civilities, if it takes more than litigation, more than legislation, and much more than resolutions
introduced by members of Congress, these are prices we should be prepared to pay.
* * *
Teachers and principals should not permit the beautiful profession they have chosen to be
redefined by those who know far less than they about the hearts of children. When they do this,
as in schools in which the principals adopt the borrowed lexicons of building managers or
CEOs, they come out sounding inauthentic, self-diminished, and they end up diminishing the
human qualities of teachers. Schools can probably survive quite well without their rubric charts
and numbered standards-listings plastering the walls. They can't survive without good teachers
and, no matter what curriculum may be in place, whether its approved by state officials or by
Washington or not, they are no good at all if teachers are unable to enjoy the work they do and
be invigorated by its unpredictables.
* * *
'ALL CHILDREN CAN LEARN' the advocates for the agenda say hypnotically, as if the tireless
reiteration of this slogan could deliver to low -income children the same clean and decent
infrastructure and amplitude of cultural provision by experienced instructors that we give the
children of the privileged.
* * *
'There is no misery index for the children of apartheid education. There ought to be; we measure
almost everything else that happens to them in their schools. Do kids who go to schools like
these enjoy the days they spend in them? Is school, for most of them, a happy place to be? You
do not find the answers to these questions in reports about achievement levels, scientific
methods of accountability, or structural revisions in the modes of governance.
acclaimed author of
SAVAGE INEQUALITIES,
on the release of his new book,
THE SHAME OF THE NATION:
THE RESTORATION OF APARTHEID SCHOOLING IN AMERICA
Saturday, September 17, 2005
2-4PM
Blair High School Auditorium
51 University Boulevard, Silver Spring, MD 20901
BOOKS WILL BE AVAILABLE FOR PURCHASE TO BE SIGNED BY THE AUTHOR.
This event is brought to you by the
Center For Teacher Leadership
and co-sponsored by the
Equity in Education Coalition in Montgomery County
Montgomery County Education Association
Progressive Maryland
NAACP Parents Council
Blair Students for Global Responsibility
Montgomery County Education Forum
EXCERPTS:
Many Americans who live far from our major cities and who have no firsthand knowledge of
the realities to be found in urban public schools seem to have the rather vague and general
impression that the great extremes of racial isolation that were matters of grave national
significance some thirty-five or forty years ago have gradually but steadily diminished in more
recent years. The truth, unhappily, is that the trend, for well over a decade now, has been
precisely the reverse. Schools that were already deeply segregated twenty-five or thirty years
ago are no less segregated now, while thousands of other schools around the country that had
been integrated either voluntarily or by the force of law have since been rapidly resegregating.
* * *
'I went to Washington to challenge the soft bigotry of low expectations,' said President Bush in
his campaign for reelection in September 2004. 'It's working. It's making a difference.' Here we
have one of those deadly lies that by sheer repetition is at length accepted by surprisingly large
numbers of Americans. But it is not the truth; and it is not an innocent misstatement of the facts.
It is a devious appeasement of the heartache of the parents of the black and brown and poor,
and if it is not forcefully resisted it will lead us further in a very dangerous direction.
* * *
Whether the issue is inequity alone or deepening resegregation or the labyrinthine intertwining
of the two, it is well past the time for us to start the work that it will take to change this. If it
takes people marching in the streets and other forms of adamant disruption of the governing
civilities, if it takes more than litigation, more than legislation, and much more than resolutions
introduced by members of Congress, these are prices we should be prepared to pay.
* * *
Teachers and principals should not permit the beautiful profession they have chosen to be
redefined by those who know far less than they about the hearts of children. When they do this,
as in schools in which the principals adopt the borrowed lexicons of building managers or
CEOs, they come out sounding inauthentic, self-diminished, and they end up diminishing the
human qualities of teachers. Schools can probably survive quite well without their rubric charts
and numbered standards-listings plastering the walls. They can't survive without good teachers
and, no matter what curriculum may be in place, whether its approved by state officials or by
Washington or not, they are no good at all if teachers are unable to enjoy the work they do and
be invigorated by its unpredictables.
* * *
'ALL CHILDREN CAN LEARN' the advocates for the agenda say hypnotically, as if the tireless
reiteration of this slogan could deliver to low -income children the same clean and decent
infrastructure and amplitude of cultural provision by experienced instructors that we give the
children of the privileged.
* * *
'There is no misery index for the children of apartheid education. There ought to be; we measure
almost everything else that happens to them in their schools. Do kids who go to schools like
these enjoy the days they spend in them? Is school, for most of them, a happy place to be? You
do not find the answers to these questions in reports about achievement levels, scientific
methods of accountability, or structural revisions in the modes of governance.
Teaching for Change Multicultural Diversity & Anti-Bias
Teaching for Change provides teachers and parents with the tools to transform schools into socially equitable centers of learning where students become architects of a better future. Teaching for Change is a not-for-profit organization based in Washington, DC.
Busboys and Poets Books, operated by Teaching for Change, is Washington, DC's newest source for books and films that encourage children and adults to question, challenge and re-think the world beyond the headlines. The bookstore is in the Busboys and Poets restaurant, performance space, and coffeehouse, which features a dynamic events schedule. Busboys & Poets is a new venture of peace activist Andy Shallal of Mimi's and Cafe Luna.
Busboys and Poets Books, operated by Teaching for Change, is Washington, DC's newest source for books and films that encourage children and adults to question, challenge and re-think the world beyond the headlines. The bookstore is in the Busboys and Poets restaurant, performance space, and coffeehouse, which features a dynamic events schedule. Busboys & Poets is a new venture of peace activist Andy Shallal of Mimi's and Cafe Luna.
Wednesday, August 31, 2005
New stamps commemorate milestones
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."
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."
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.
Wednesday, July 27, 2005
Wide-Ranging Study Aims to Boost Prospects for Minority Men
Wide-Ranging Study Aims to Boost Prospects for Minority Men: "The group of academics, community leaders and politicians had gathered at Howard University to dig through statistics, review public policy and hear from people about how best to improve the 'life options' of young black, Hispanic and Native American men.
But when a professor from California said Prince George's County was tops in the nation at graduating black men, there were groans from the audience. In case their meaning wasn't clear, former member of Congress Ronald Dellums (D-Calif.) told the speaker, 'They don't believe you.'
The exchange was part of the first public meeting of a national commission investigating three decades of policies that Dellums said have landed young men of color at the top of all the wrong lists. They perform poorly in school even when their backgrounds are the same as their white counterparts and are overrepresented in jails and juvenile detention centers. And those in attendance weren't buying any statistics their experience belied."
Us the link to read the entire article.
But when a professor from California said Prince George's County was tops in the nation at graduating black men, there were groans from the audience. In case their meaning wasn't clear, former member of Congress Ronald Dellums (D-Calif.) told the speaker, 'They don't believe you.'
The exchange was part of the first public meeting of a national commission investigating three decades of policies that Dellums said have landed young men of color at the top of all the wrong lists. They perform poorly in school even when their backgrounds are the same as their white counterparts and are overrepresented in jails and juvenile detention centers. And those in attendance weren't buying any statistics their experience belied."
Us the link to read the entire article.
Thursday, July 21, 2005
Getting more girls to study math, tech / Panel planning to discuss old issue of disparity with boys
Getting more girls to study math, tech / Panel planning to discuss old issue of disparity with boys: "For all the attention focused in recent years on the problems of getting more girls and women interested in science, math and technology, advocates say there is still a long way to go.
A 2002 study from the Department of Labor's women's bureau found that only 10 percent of engineers across the country are women, according to Donna Milgram, executive director of the National Institute for Women in Trades, Technology, and Science, a group based in Alameda.
Milgram will participate in a panel discussion in Alameda Tuesday night on the subject of 'Women and Girls in Science, Math and Technology.'
'There's still a big disparity between the percentage of women in science, engineering and technology versus the percentage of men,' Milgram said. 'I think there has been a tendency to define certain things as masculine and feminine. Science and technology are defined as masculine.'"
Use the link to read the entire article.
A 2002 study from the Department of Labor's women's bureau found that only 10 percent of engineers across the country are women, according to Donna Milgram, executive director of the National Institute for Women in Trades, Technology, and Science, a group based in Alameda.
Milgram will participate in a panel discussion in Alameda Tuesday night on the subject of 'Women and Girls in Science, Math and Technology.'
'There's still a big disparity between the percentage of women in science, engineering and technology versus the percentage of men,' Milgram said. 'I think there has been a tendency to define certain things as masculine and feminine. Science and technology are defined as masculine.'"
Use the link to read the entire article.
Wednesday, July 20, 2005
CNN.com - Report: Hispanic children's health lags - Jul 20, 2005
CNN.com - Report: Hispanic children's health lags - Jul 20, 2005: "Hispanic children are less likely than other children to have health insurance or recommended vaccinations, disparities that a government study says will be magnified in the coming years by the nation's changing demographics.
By the year 2020, nearly one in four American children will be Hispanic, up from fewer than one in five today.
The data in the government report shows that the rising number of Hispanic children would help lower the rate of smoking among teens. However, teen pregnancy rates would rise and the percentage of students completing high school would fall without changes occurring, said Dr. Duane Alexander, director of the National Institute of Child Health and Human Development, one of several federal agencies that contributed to the report.
'The people who follow population demographics and health disparities are very concerned about this,' Alexander said.
The report also found that Hispanic children are more likely to live in poverty and to be overweight.
Improvements have been made in many categories, such as the percentage of Hispanic children considered to be in very good or excellent health. The overall rate has improved for all races but especially for blacks and Hispanics.
Still, a disparity continues to exist. The percentage of children ages 5-17 with good or excellent health stands at 87 percent for whites. For blacks, it's 74 percent, and for Hispanics, 72 percent.
Overall, the general trend within 25 categories is a good one. Children are less likely to engage in violent crime or be a victim of violent crime than they were a decade ago. They are less likely to become pregnant.
Among the report's findings:
# Hispanic adults 18-24 were less likely than other adults to have a high school diploma. The breakdown was 91.2 percent for whites, 85 percent for blacks, and 69.2 percent for Hispanics.
# Nearly 25 percent of Hispanic children 12-18 were overweight, compared to 12.9 percent of whites and 21.8 percent of blacks.
# Black children up to age 17 were more likely to live in poverty than their Hispanic or white counterparts: 10 percent for whites, 34 percent for blacks and 30 percent for Hispanics.
# A higher percentage of black girls became unmarried mothers by ages 17-19: 12.9 percent for blacks, 12.7 percent of Hispanics, and 3.2 percent for whites.
'The differences are absolutely clear. They give you pause as to our level of understanding,' said Dr. Edward Sondik, director of the National Center for Health Statistics. 'In some cases, we do understand why the differences are as they are. But in other cases, we don't know the reasons, and they are the subject of very intense research.'
Sondik said the differences are not caused by race. 'But there may be circumstances that cause these differences,' he said.
In a few categories, blacks and Hispanics fare better than whites. Only 11.4 percent of black 12th graders reported engaging in binge drinking -- five or more drinks in one sitting within the previous two weeks. Meanwhile, 26 percent of Hispanic 12th graders reported binge-drinking. That number shot up to 32.5 percent for whites.
Black youths also led the way when it came to cutting down on smoking. Only 5.2 percent of black 12th graders reported smoking cigarettes daily in the previous 30 days. That number rose to 8.2 percent for Hispanics and to 18.3 percent for white 12th graders.
'One of the areas we should also look at is behavior, where the disparities are the other way around,' Sondik said. 'There's something happening there that's going in the right direction in the black and Hispanic communities.'
The report also showed significant improvements in the concentration of lead in the blood of children. The median level declined 89 percent. It also showed slight increases in the math scores for fourth and eighth graders in 2003."
By the year 2020, nearly one in four American children will be Hispanic, up from fewer than one in five today.
The data in the government report shows that the rising number of Hispanic children would help lower the rate of smoking among teens. However, teen pregnancy rates would rise and the percentage of students completing high school would fall without changes occurring, said Dr. Duane Alexander, director of the National Institute of Child Health and Human Development, one of several federal agencies that contributed to the report.
'The people who follow population demographics and health disparities are very concerned about this,' Alexander said.
The report also found that Hispanic children are more likely to live in poverty and to be overweight.
Improvements have been made in many categories, such as the percentage of Hispanic children considered to be in very good or excellent health. The overall rate has improved for all races but especially for blacks and Hispanics.
Still, a disparity continues to exist. The percentage of children ages 5-17 with good or excellent health stands at 87 percent for whites. For blacks, it's 74 percent, and for Hispanics, 72 percent.
Overall, the general trend within 25 categories is a good one. Children are less likely to engage in violent crime or be a victim of violent crime than they were a decade ago. They are less likely to become pregnant.
Among the report's findings:
# Hispanic adults 18-24 were less likely than other adults to have a high school diploma. The breakdown was 91.2 percent for whites, 85 percent for blacks, and 69.2 percent for Hispanics.
# Nearly 25 percent of Hispanic children 12-18 were overweight, compared to 12.9 percent of whites and 21.8 percent of blacks.
# Black children up to age 17 were more likely to live in poverty than their Hispanic or white counterparts: 10 percent for whites, 34 percent for blacks and 30 percent for Hispanics.
# A higher percentage of black girls became unmarried mothers by ages 17-19: 12.9 percent for blacks, 12.7 percent of Hispanics, and 3.2 percent for whites.
'The differences are absolutely clear. They give you pause as to our level of understanding,' said Dr. Edward Sondik, director of the National Center for Health Statistics. 'In some cases, we do understand why the differences are as they are. But in other cases, we don't know the reasons, and they are the subject of very intense research.'
Sondik said the differences are not caused by race. 'But there may be circumstances that cause these differences,' he said.
In a few categories, blacks and Hispanics fare better than whites. Only 11.4 percent of black 12th graders reported engaging in binge drinking -- five or more drinks in one sitting within the previous two weeks. Meanwhile, 26 percent of Hispanic 12th graders reported binge-drinking. That number shot up to 32.5 percent for whites.
Black youths also led the way when it came to cutting down on smoking. Only 5.2 percent of black 12th graders reported smoking cigarettes daily in the previous 30 days. That number rose to 8.2 percent for Hispanics and to 18.3 percent for white 12th graders.
'One of the areas we should also look at is behavior, where the disparities are the other way around,' Sondik said. 'There's something happening there that's going in the right direction in the black and Hispanic communities.'
The report also showed significant improvements in the concentration of lead in the blood of children. The median level declined 89 percent. It also showed slight increases in the math scores for fourth and eighth graders in 2003."
More Adult English Training Is Urged
More Adult English Training Is Urged: "Forty-one percent of Montgomery County students identified as having limited proficiency in English were born in the United States, and the county needs to find more efficient ways to help their parents, according to a report by the County Council's Office of Legislative Oversight.
The 100-page report found that more than 13,000 students -- 9 percent of the total student population -- are enrolled in the school system's English for Speakers of Other Languages program. That number represents an increase of 83 percent in the past decade. Countless others may speak English proficiently but have parents or guardians who do not.
By far the largest group of ESOL students are U.S. citizens, the report said. In most cases, the children are unable to speak English when they start school because their families speak another language at home. Among foreign-born students, the largest group was from El Salvador, representing 11 percent of those enrolled in ESOL."
Use the link to read the entire story.
The 100-page report found that more than 13,000 students -- 9 percent of the total student population -- are enrolled in the school system's English for Speakers of Other Languages program. That number represents an increase of 83 percent in the past decade. Countless others may speak English proficiently but have parents or guardians who do not.
By far the largest group of ESOL students are U.S. citizens, the report said. In most cases, the children are unable to speak English when they start school because their families speak another language at home. Among foreign-born students, the largest group was from El Salvador, representing 11 percent of those enrolled in ESOL."
Use the link to read the entire story.
Chicago Tribune news :
Chicago Tribune news :: "Women lag men when it comes to choosing careers in math and science. IBM is trying to buck that trend. According to the National Science Foundation, the females earning bachelor's degrees in computer science dropped from 37 percent in 1985 to 28 percent in 2001.
'Research shows that if you can influence young girls at this age to go and utilize math and science and study it as a career, you can turn that trend around,' said Sandra Zoratti, director of marketing and strategy for IBM's printing systems division and executive sponsor for the camp. 'This is the critical time in their life when they're starting to think about a career.'
In addition to learning how to use a computer program to motorize Lego blocks, the girls attended workshops about forensic science, immunology and toxicology, and wildlife science.
The goal of the camp is not to prepare women for careers at the company, but to help them develop their interest in math and science, Zoratti said.
'We're not trying to influence the pipeline, we just want to influence the statistics,' she said. 'To us a success is women that would go into any technical field.'
"
'Research shows that if you can influence young girls at this age to go and utilize math and science and study it as a career, you can turn that trend around,' said Sandra Zoratti, director of marketing and strategy for IBM's printing systems division and executive sponsor for the camp. 'This is the critical time in their life when they're starting to think about a career.'
In addition to learning how to use a computer program to motorize Lego blocks, the girls attended workshops about forensic science, immunology and toxicology, and wildlife science.
The goal of the camp is not to prepare women for careers at the company, but to help them develop their interest in math and science, Zoratti said.
'We're not trying to influence the pipeline, we just want to influence the statistics,' she said. 'To us a success is women that would go into any technical field.'
"
Thursday, July 14, 2005
CNN.com - Nine-year-olds do best yet in math and reading, report finds - Jul 14, 2005
CNN.com - Nine-year-olds do best yet in math and reading, report finds - Jul 14, 2005: "WASHINGTON (AP) -- The nation's 9-year-olds are doing better when it comes to reading and math, but the same can't be said about older students.
The 2004 National Assessment of Educational Progress, known as the nation's report card, also shows that achievement gaps between white and black and Hispanic students remain, but have narrowed."
Use the link to read the entire story.
The 2004 National Assessment of Educational Progress, known as the nation's report card, also shows that achievement gaps between white and black and Hispanic students remain, but have narrowed."
Use the link to read the entire story.
Black, Hispanic Students Making Great Gains
Black, Hispanic Students Making Great Gains: "African-American and Hispanic students are catching up with their white counterparts in reading and math at the elementary school level, but there has been little closing of the achievement gap in the higher grades, according to a study released today.
The Bush administration seized on the data from the widely respected National Assessment of Educational Progress, or NAEP, as evidence that its educational reforms are working. But the independent body that administers the tests urged caution, saying that much of the improvement could have come from reforms put in place prior to the passage of the 2002 No Child Left Behind Act.
The NAEP study of long-term educational trends showed a significant improvement among white, black and Hispanic 9-year-olds in the 2003-2004 school year in math and reading, compared to five years previously. But blacks and Hispanics made greater gains than whites in both subjects.
'There is a lot of good news here,' said Darvin Winick, chairman of the National Assessment Governing Board. 'While the differences [between whites and minorities] are still too large, we are happy to see that there has been some narrowing.'
Modest gains were registered by 13-year-olds, particularly in math, but the performance of 17-year-olds remained flat, bolstering the widespread belief that high schools are the weakest link in the U.S. education system.
NAEP, which dubs itself the 'Nation's Report Card,' has been using the same standardized tests since 1971 to shed light on long-term educational trends. During that period the achievement gap between black and white 9-year-olds narrowed from 44 points, on a 500 point scale, to 26 points. The gap narrowed by nine points in the most recent five-year period.
The study suggested that at least some of the gains can be attributed to a greater emphasis on reading, particularly in the early grades, going back to the mid-1990s. One in four 9- and 13-year-olds said they read more than 20 pages per day in school and for homework in 2004, compared to 19 percent in 1999 and 13 percent in 1984.
Education secretary Margaret Spellings hailed the report as evidence that No Child Left Behind is working and that the achievement gap 'that persisted for decades in the younger years between minorities and whites has shrunk to its smallest size in history.'
Winick, by contrast, urged caution about attributing progress to No Child Left Behind and said that the narrowing of the achievement gap can be traced back to at least 1999, before the Bush administration took office. Other analysts noted that the NAEP study was conducted in the fall and winter of 2003-2004, in the early stages of the implementation of No Child Left Behind."
The Bush administration seized on the data from the widely respected National Assessment of Educational Progress, or NAEP, as evidence that its educational reforms are working. But the independent body that administers the tests urged caution, saying that much of the improvement could have come from reforms put in place prior to the passage of the 2002 No Child Left Behind Act.
The NAEP study of long-term educational trends showed a significant improvement among white, black and Hispanic 9-year-olds in the 2003-2004 school year in math and reading, compared to five years previously. But blacks and Hispanics made greater gains than whites in both subjects.
'There is a lot of good news here,' said Darvin Winick, chairman of the National Assessment Governing Board. 'While the differences [between whites and minorities] are still too large, we are happy to see that there has been some narrowing.'
Modest gains were registered by 13-year-olds, particularly in math, but the performance of 17-year-olds remained flat, bolstering the widespread belief that high schools are the weakest link in the U.S. education system.
NAEP, which dubs itself the 'Nation's Report Card,' has been using the same standardized tests since 1971 to shed light on long-term educational trends. During that period the achievement gap between black and white 9-year-olds narrowed from 44 points, on a 500 point scale, to 26 points. The gap narrowed by nine points in the most recent five-year period.
The study suggested that at least some of the gains can be attributed to a greater emphasis on reading, particularly in the early grades, going back to the mid-1990s. One in four 9- and 13-year-olds said they read more than 20 pages per day in school and for homework in 2004, compared to 19 percent in 1999 and 13 percent in 1984.
Education secretary Margaret Spellings hailed the report as evidence that No Child Left Behind is working and that the achievement gap 'that persisted for decades in the younger years between minorities and whites has shrunk to its smallest size in history.'
Winick, by contrast, urged caution about attributing progress to No Child Left Behind and said that the narrowing of the achievement gap can be traced back to at least 1999, before the Bush administration took office. Other analysts noted that the NAEP study was conducted in the fall and winter of 2003-2004, in the early stages of the implementation of No Child Left Behind."
Wednesday, July 13, 2005
CNN.com - Manhunt: Schools try to attract more male teachers - Jul 13, 2005
CNN.com - Manhunt: Schools try to attract more male teachers - Jul 13, 2005: "If you're looking at what's best for the students, it's important for them to interact with the two sexes,' Telfer said. 'The way men work with kids, there's a difference in style and approach. I think students really benefit from having that mix, because as they get to middle school, they're going to have a whole variety of classes. Men help bridge that.'
As a new academic year approaches, school districts, education groups and universities are exploring ways to get more men into a field long dominated by women. Their goal is to provide more male role models in class and to diversify the labor pool of dedicated teachers.
The proportion of men in teaching today is at its lowest level in 40 years, according to the National Education Association, the country's largest teachers union.
Only 21 percent of teachers in U.S. public schools are men. In early grades, the gender ratio is even more imbalanced -- just 9 percent of elementary school teachers are men."
Use the link to read the entire article.
As a new academic year approaches, school districts, education groups and universities are exploring ways to get more men into a field long dominated by women. Their goal is to provide more male role models in class and to diversify the labor pool of dedicated teachers.
The proportion of men in teaching today is at its lowest level in 40 years, according to the National Education Association, the country's largest teachers union.
Only 21 percent of teachers in U.S. public schools are men. In early grades, the gender ratio is even more imbalanced -- just 9 percent of elementary school teachers are men."
Use the link to read the entire article.
For Latino Teens, a Taste of College and Money to Go
For Latino Teens, a Taste of College and Money to Go: "The event, said Cushman, its organizer, gives the youths a taste of campus life and pushes them toward a place that he said too few Hispanics choose: college. According to Census Bureau data, 11.1 percent of Hispanics 25 and older had completed a college education as of March 2002. By comparison, 27.2 percent of whites had."
Use the link to read the entire article.
Use the link to read the entire article.
Monday, June 27, 2005
CNN.com - Inner-city students�learn the upscale art of debate - Jun 27, 2005
CNN.com - Inner-city students�learn the upscale art of debate - Jun 27, 2005: "ATLANTA, Georgia (AP) -- Adrienne Glover admits to getting emotional when her inner-city school's debate team faces experienced, well-funded squads from exclusive private schools.
The emotion? Joy.
'It's really fun when you beat them,' said Glover, 14, a student at Benjamin Mays High School in southwest Atlanta, where all the pupils are minorities and half qualify for free or reduced-price lunches. 'They think they're so good.'
Mays is part of the Urban Debate League -- part of a national program started by Atlanta's Emory University in 1985 that instructs public school students from poor areas in the traditionally upscale art of debate."
Use the link to read the entire article.
The emotion? Joy.
'It's really fun when you beat them,' said Glover, 14, a student at Benjamin Mays High School in southwest Atlanta, where all the pupils are minorities and half qualify for free or reduced-price lunches. 'They think they're so good.'
Mays is part of the Urban Debate League -- part of a national program started by Atlanta's Emory University in 1985 that instructs public school students from poor areas in the traditionally upscale art of debate."
Use the link to read the entire article.
Saturday, June 25, 2005
The Reginald F. Lewis Museum of Maryland African American History & Culture
The Reginald F. Lewis Museum of Maryland African American History & Culture: "SATURDAY, JUNE 25, 2005
GRAND OPENING of the Reginald F. Lewis Museum
Ceremony and festivities begin at 10:00 am"
The Reginald F. Lewis Museum of Maryland African American History & Culture, located in Baltimore’s Inner Harbor, will host its grand opening celebration beginning at 10:00 a.m. on June 25, 2005. Maryland’s newest cultural jewel and the east coast’s largest museum dedicated to African American history and culture will open with a program that includes dignitaries and history makers.
The Museum’s special exhibition gallery will open with the Mid-Atlantic debut of “A Slave Ship Speaks: The Wreck of the Henrietta Marie,” on view until January 8, 2006. Visitors to the museum also can experience a 200-seat theater, an orientation gallery, a state-of-the-art resource center, an oral history recording/listening studio, a distance learning center provided by Verizon Communications, a museum shop, a café and a roof top terrace.
HOURS OF OPERATION:
Tuesday-Sunday 10:00 a.m. to 5:00 p.m.
The Museum is closed on Mondays and the following holidays: Thanksgiving, Christmas, New Year‚s Day, and Easter Sunday.
MUSEUM GIFT SHOP:
Tuesday-Sunday 10:00 a.m. to 5:00 p.m.
MUSEUM CAFÉ:
Tuesday-Sunday 10:00 a.m. to 4:00 p.m.
ADMISSION*:
Members - Free
Free Children 6 and Under - Free
General Admission - $8.00
Senior Citizen - $6.00
College Students (with valid ID) - $6.00
GROUP TOUR INFORMATION:
School Groups 443-263-1800
All other groups: To schedule a group tour, visitors should call the
museum at least 3 weeks in advance.
GROUP RATES*:
10 to 19 people - $5.00/per person
20 or more people - $4.00 per person
GRAND OPENING of the Reginald F. Lewis Museum
Ceremony and festivities begin at 10:00 am"
The Reginald F. Lewis Museum of Maryland African American History & Culture, located in Baltimore’s Inner Harbor, will host its grand opening celebration beginning at 10:00 a.m. on June 25, 2005. Maryland’s newest cultural jewel and the east coast’s largest museum dedicated to African American history and culture will open with a program that includes dignitaries and history makers.
The Museum’s special exhibition gallery will open with the Mid-Atlantic debut of “A Slave Ship Speaks: The Wreck of the Henrietta Marie,” on view until January 8, 2006. Visitors to the museum also can experience a 200-seat theater, an orientation gallery, a state-of-the-art resource center, an oral history recording/listening studio, a distance learning center provided by Verizon Communications, a museum shop, a café and a roof top terrace.
HOURS OF OPERATION:
Tuesday-Sunday 10:00 a.m. to 5:00 p.m.
The Museum is closed on Mondays and the following holidays: Thanksgiving, Christmas, New Year‚s Day, and Easter Sunday.
MUSEUM GIFT SHOP:
Tuesday-Sunday 10:00 a.m. to 5:00 p.m.
MUSEUM CAFÉ:
Tuesday-Sunday 10:00 a.m. to 4:00 p.m.
ADMISSION*:
Members - Free
Free Children 6 and Under - Free
General Admission - $8.00
Senior Citizen - $6.00
College Students (with valid ID) - $6.00
GROUP TOUR INFORMATION:
School Groups 443-263-1800
All other groups: To schedule a group tour, visitors should call the
museum at least 3 weeks in advance.
GROUP RATES*:
10 to 19 people - $5.00/per person
20 or more people - $4.00 per person
Monday, June 13, 2005
CNN.com - Mogul's literacy investment paying off - Jun 13, 2005
CNN.com - Mogul's literacy investment paying off - Jun 13, 2005: "CLEVELAND, Mississippi (AP) -- For Lester Fisher, it was a first, and a small sign of progress: Parents stopped him in the grocery store to talk about their children's love of books.
'Our kids really don't come from a literature-rich environment,' said Fisher, principal of Nailor Elementary -- considered the poorest school in this Mississippi Delta town. 'Many of our children really don't have the bare necessities at home.'
Nailor Elementary is one of 71 schools across the state seeing the benefits of literacy help offered by Barksdale Reading Institute, a computer mogul's ambitious program.
"
'Our kids really don't come from a literature-rich environment,' said Fisher, principal of Nailor Elementary -- considered the poorest school in this Mississippi Delta town. 'Many of our children really don't have the bare necessities at home.'
Nailor Elementary is one of 71 schools across the state seeing the benefits of literacy help offered by Barksdale Reading Institute, a computer mogul's ambitious program.
"
Saturday, June 11, 2005
CNN.com - Report: Head Start has some benefits - Jun 10, 2005
CNN.com - Report: Head Start has some benefits - Jun 10, 2005: "Head Start helps poor, disadvantaged children narrow a gap in reading skills compared with other preschoolers, but the program doesn't help them catch up in math or their ability to comprehend what people say to them."
Friday, June 10, 2005
A Dollar in Any Language
A Dollar in Any Language: "The landscape of ethnic media has grown more crowded in recent years, reinforced by the same immigration patterns that are driving the nation's population growth. It has been particularly dynamic in the Washington area, with small outlets -- a newspaper that covers the Ghanaian community, for example, and a polyglot mix of local cable shows -- and major operators. The Washington Post Co. now owns the Spanish-language daily El Tiempo Latino; local companies like Black Entertainment Television parent BET Holdings Inc. and Radio One Inc. have grown into major corporations."
Thursday, June 09, 2005
CNN.com - Philly schools to require African history class - Jun 9, 2005
CNN.com - Philly schools to require African history class - Jun 9, 2005: "PHILADELPHIA, Philadelphia (AP) -- City high school students will be required to take a class in African and African American history to graduate, a move that education experts believe is unique in the nation."
The yearlong course covers subjects including classical African civilizations, civil rights and black nationalism, said Gregory Thornton, the district's chief academic officer. The other social studies requirements are American history, geography and world history.
The yearlong course covers subjects including classical African civilizations, civil rights and black nationalism, said Gregory Thornton, the district's chief academic officer. The other social studies requirements are American history, geography and world history.
Hispanic Growth Surge Fueled by Births in U.S.
Hispanic Growth Surge Fueled by Births in U.S.: "Hispanics accounted for about half the growth in the U.S. population since 2000, according to a Census Bureau report to be released today that indicates the nation's largest minority group is increasing its presence even faster than in the previous decade.
In another contrast to the 1990s, births have overtaken immigration this decade as the largest source of Hispanic growth."
In another contrast to the 1990s, births have overtaken immigration this decade as the largest source of Hispanic growth."
Tuesday, June 07, 2005
baltimoresun.com - Teacher's lessons include all pupils
baltimoresun.com - Teacher's lessons include all pupils: "nnamarie Windsor, a first-grade teacher at Edgewood Elementary, has an annual request that principals don't often hear: 'Give me the special-needs kids.'
In many cases, special-needs pupils require extra time and attention that teachers with large classes often don't have to give. This year, Windsor's 19-pupil class has five children who are working from individualized education plans, each with needs unique to his learning disabilities.
Windsor said she uses those needs as teaching tools.
'When kids come in with special needs or behavior problems, I'm the first to admit it's disruptive,' said Windsor, a nominee last year for Harford teacher of the year. 'These kids disrupt academics, but the learning continues. I teach the whole child, with books and without.'"
In many cases, special-needs pupils require extra time and attention that teachers with large classes often don't have to give. This year, Windsor's 19-pupil class has five children who are working from individualized education plans, each with needs unique to his learning disabilities.
Windsor said she uses those needs as teaching tools.
'When kids come in with special needs or behavior problems, I'm the first to admit it's disruptive,' said Windsor, a nominee last year for Harford teacher of the year. 'These kids disrupt academics, but the learning continues. I teach the whole child, with books and without.'"
Matching boys with books | csmonitor.com
Matching boys with books | csmonitor.com: "If you want to get boys to read, assign F. Scott Fitzgerald's 'The Great Gatsby.' So say students at the all-boys Haverford School in suburban Philadelphia.
The reasons the boys give the novel high marks? It's short. Its characters and scenes move fast. The prose is terse, the style vivid and lively. Several male characters are 'at sea,' so to speak, despite lives which at first glance appear glamorous and successful. What's more, it's a tale that sparks questions about values and meaning at an age when boys themselves are searching.
'Everybody loves 'The Great Gatsby,' ' says Robert Peck, who since 1973 has taught English at the 1,000-student K-12 private school.
But the vast majority of assigned-reading novels are not such a slam-dunk with boy readers. Getting boys to read is an exercise that stumps many an educator.
Not only do boys consistently test lower than girls on reading, but they are well known to be reluctant readers. Some teachers suggest that the problem is only getting worse - that boys today have more distractions, particularly electronic ones - and are even less likely to come to class ready to get excited about a book.
Researchers and educators blame the gap between books and boys on everything from a built-in fidgetiness to low expectations to a lifelong association of reading with their mothers, teachers, librarians - all female role models.
But now more are suggesting that the problem may not lie entirely within the boys themselves. Some educators believe that the way schools teach reading tends to favor girls, both in terms of teaching style and reading materials chosen. It's a concern that has pushed teachers to work harder to both find materials that boys like to read, and to find more 'boy-friendly' ways to present that material.
'Boys have a more tactile, 'hands-on' learning style,' and they favor subject matter which reflects that, says Linda Milliken, reading specialist at Chester County Intermediate Unit near Philadelphia. 'They like lots of nature topics - bugs, dinosaurs, how things work,' she explains. 'They like to identify with a character who has his life in control.'
"
The reasons the boys give the novel high marks? It's short. Its characters and scenes move fast. The prose is terse, the style vivid and lively. Several male characters are 'at sea,' so to speak, despite lives which at first glance appear glamorous and successful. What's more, it's a tale that sparks questions about values and meaning at an age when boys themselves are searching.
'Everybody loves 'The Great Gatsby,' ' says Robert Peck, who since 1973 has taught English at the 1,000-student K-12 private school.
But the vast majority of assigned-reading novels are not such a slam-dunk with boy readers. Getting boys to read is an exercise that stumps many an educator.
Not only do boys consistently test lower than girls on reading, but they are well known to be reluctant readers. Some teachers suggest that the problem is only getting worse - that boys today have more distractions, particularly electronic ones - and are even less likely to come to class ready to get excited about a book.
Researchers and educators blame the gap between books and boys on everything from a built-in fidgetiness to low expectations to a lifelong association of reading with their mothers, teachers, librarians - all female role models.
But now more are suggesting that the problem may not lie entirely within the boys themselves. Some educators believe that the way schools teach reading tends to favor girls, both in terms of teaching style and reading materials chosen. It's a concern that has pushed teachers to work harder to both find materials that boys like to read, and to find more 'boy-friendly' ways to present that material.
'Boys have a more tactile, 'hands-on' learning style,' and they favor subject matter which reflects that, says Linda Milliken, reading specialist at Chester County Intermediate Unit near Philadelphia. 'They like lots of nature topics - bugs, dinosaurs, how things work,' she explains. 'They like to identify with a character who has his life in control.'
"
Filling the Racial Gap in Academia
Filling the Racial Gap in Academia: "One definition of insanity, someone once said, is to keep doing the same thing in the same way and expect different results. Here's another: Believing that a diagnosis and treatment that worked for a patient in one set of circumstances will work in all circumstances.
I am of an age to remember when the underrepresentation of black Americans in the nation's elite universities was very much a matter of racial discrimination. The prescription that followed from that diagnosis -- whether at Harvard or at Ole Miss -- was to work at eliminating discrimination. And, to an astounding degree, it worked.
And yet a report released last week by the Woodrow Wilson National Fellowship Foundation reveals that while the numbers have been improving with regard to university enrollment, still a small fraction of the doctoral degrees granted by those universities go to blacks or Hispanics -- about 7 percent in 2003. And most of that tiny number is awarded in a small range of disciplines, such as education. Almost certainly, someone will propose an attack on this new problem with the same diagnosis and prescription that worked for the old one."
I am of an age to remember when the underrepresentation of black Americans in the nation's elite universities was very much a matter of racial discrimination. The prescription that followed from that diagnosis -- whether at Harvard or at Ole Miss -- was to work at eliminating discrimination. And, to an astounding degree, it worked.
And yet a report released last week by the Woodrow Wilson National Fellowship Foundation reveals that while the numbers have been improving with regard to university enrollment, still a small fraction of the doctoral degrees granted by those universities go to blacks or Hispanics -- about 7 percent in 2003. And most of that tiny number is awarded in a small range of disciplines, such as education. Almost certainly, someone will propose an attack on this new problem with the same diagnosis and prescription that worked for the old one."
Md. Students' Reading, Math Scores Rise
Md. Students' Reading, Math Scores Rise: "Maryland's elementary and middle schools posted notable gains in reading and mathematics test scores this year, with black and Hispanic students closing racial and ethnic achievement gaps in some key measures, state education officials reported today."
Friday, May 13, 2005
Connecting With the American Dialect
Connecting With the American Dialect: "Educators say that learning a different form of English can be even more challenging than picking up an entirely new language, because students never know when the habits of a lifetime will be right or wrong. 'It's very frustrating for them,' said Dena Sewell, a dual-language assessment teacher with Fairfax County schools. 'They've learned English, and all of a sudden we say, 'You don't speak English the right way.' '
Fairfax schools have a pilot World English Literacy class at West Potomac High School to help West African immigrants. Montgomery County schools are creating a program for all World English speakers, who can include children from places as divergent as the Caribbean, Australia and Canada. Other districts are using a one-on-one approach.
A complex blend of linguistic and cultural phenomena set English-speaking students from Liberia, Ghana, Nigeria and Sierra Leone apart from other World English speakers, educators say. Most West African children learned a form of English in school and are fluent in it, but many lag in reading and writing partly because of limited or interrupted schooling. Socially, many of them speak Creole, a mix of English and regional dialects. And many have experienced or witnessed violence in their home countries, leaving psychological scars that make learning harder."
Use the link to read more.
Fairfax schools have a pilot World English Literacy class at West Potomac High School to help West African immigrants. Montgomery County schools are creating a program for all World English speakers, who can include children from places as divergent as the Caribbean, Australia and Canada. Other districts are using a one-on-one approach.
A complex blend of linguistic and cultural phenomena set English-speaking students from Liberia, Ghana, Nigeria and Sierra Leone apart from other World English speakers, educators say. Most West African children learned a form of English in school and are fluent in it, but many lag in reading and writing partly because of limited or interrupted schooling. Socially, many of them speak Creole, a mix of English and regional dialects. And many have experienced or witnessed violence in their home countries, leaving psychological scars that make learning harder."
Use the link to read more.
ThePittsburghChannel.com - Education - Study: Exotic Names Don't Make Grade For Black Students
ThePittsburghChannel.com - Education - Study: Exotic Names Don't Make Grade For Black Students: "A new study suggests that black students with exotic names don't do as well in school as black students with more common names." The University of Florida study found that students with names such as Da'Quan or Damarcus are more likely to score lower on reading and math tests.
Researchers said that black students with unusual names are also less likely to meet teacher expectations and be referred to gifted programs than black students with more common names, such as Dwayne.
"This study suggests that the names parents give their children play an important role in explaining why African-American families on average do worse because African-American families are more inclined than whites or Hispanics to give their children names that are associated with low socio-economic status," said David Figlio, a University of Florida economist who did the research.
Use the link to read the entire article.
Researchers said that black students with unusual names are also less likely to meet teacher expectations and be referred to gifted programs than black students with more common names, such as Dwayne.
"This study suggests that the names parents give their children play an important role in explaining why African-American families on average do worse because African-American families are more inclined than whites or Hispanics to give their children names that are associated with low socio-economic status," said David Figlio, a University of Florida economist who did the research.
Use the link to read the entire article.
Wednesday, May 04, 2005
CNN.com - Report: Obesity spreads to higher incomes - May 3, 2005
CNN.com - Report: Obesity spreads to higher incomes - May 3, 2005: "'I would caution against any attempts to interpret these data to say social differences have disappeared,' he said. 'It just shows that obesity is a general problem and it's now affecting pretty much everybody. ... But it would be very shortsighted to stop paying attention to the people who are most vulnerable.'
Yet today, the obesity remedies most often recommended for Americans in general -- eat fresh salads, go ride a bike -- are impossible for many low-income families, Drewnowski said
Exercise can be hard in inner cities, where the streets may be too dangerous after working hours. Many grocery stores in low-income neighborhoods don't stock expensive fresh produce. And people who work two or three jobs have little time to make home-cooked meals.
Robinson agreed: 'I don't want to take focus away from the serious racial and ethnic disparities in health.'
But, she said, it's likely that different factors play a role in spurring obesity among the middle class than the poor. 'We need to have a lot more research ... to tailor our interventions to specific populations.'"
Use the link above to read the entire article.
Yet today, the obesity remedies most often recommended for Americans in general -- eat fresh salads, go ride a bike -- are impossible for many low-income families, Drewnowski said
Exercise can be hard in inner cities, where the streets may be too dangerous after working hours. Many grocery stores in low-income neighborhoods don't stock expensive fresh produce. And people who work two or three jobs have little time to make home-cooked meals.
Robinson agreed: 'I don't want to take focus away from the serious racial and ethnic disparities in health.'
But, she said, it's likely that different factors play a role in spurring obesity among the middle class than the poor. 'We need to have a lot more research ... to tailor our interventions to specific populations.'"
Use the link above to read the entire article.
Thursday, April 21, 2005
CNN.com - Spanish classes�for native speakers - Apr 21, 2005
CNN.com - Spanish classes�for native speakers - Apr 21, 2005: "The American Council on the Teaching of Foreign Languages estimates about 141,000 middle- and high-schoolers in 2000 were enrolled in Spanish classes designed specifically for native Spanish speakers. The group is conducting another survey this year and expects a significant increase.
At the high school level, the courses often resemble traditional language arts classes with an emphasis on grammar, vocabulary and writing instruction in Spanish. At the elementary level, the classes often include English and Spanish speakers learning one portion of the curriculum in one language and the rest in the other language, said Marty Abbott, the council's education director.
When done well, she said, the classes can help Spanish speakers -- a group with traditionally lower-than-average test scores and above-average dropout rates -- connect with their schools. She said there has been a rise in native Spanish speakers taking Advanced Placement Spanish courses -- and succeeding."
At the high school level, the courses often resemble traditional language arts classes with an emphasis on grammar, vocabulary and writing instruction in Spanish. At the elementary level, the classes often include English and Spanish speakers learning one portion of the curriculum in one language and the rest in the other language, said Marty Abbott, the council's education director.
When done well, she said, the classes can help Spanish speakers -- a group with traditionally lower-than-average test scores and above-average dropout rates -- connect with their schools. She said there has been a rise in native Spanish speakers taking Advanced Placement Spanish courses -- and succeeding."
Sunday, April 17, 2005
Schools, High School, Public Schools, School District, Public High Schools - SchoolMatters
Schools, High School, Public Schools, School District, Public High Schools - SchoolMatters: "SchoolMatters provides rich information and powerful search and comparison tools to help uncover the stories behind the numbers, and further the discussion about how to improve student performance."
Hispanic Business - New ETS Report Sheds Light on Success of Minority Superstar Students
Hispanic Business - New ETS Report Sheds Light on Success of Minority Superstar Students: "Princeton, NJ--(HISPANIC PR WIRE - BUSINESS WIRE)--April 1, 2005--As the nation's governors and educators search for ways to improve the achievement of today's high school students, a new ETS report sheds light on the success of minority 'superstar' students who excel on the College Board's SAT and in school.
'Characteristics of Minority Students Who Excel on the SAT and in the Classroom,' was written by ETS researchers Brent Bridgeman and Cathy Wendler, using data from the national cohort of students who took the College Board's SAT in 2001.
The researchers explored three questions. Do minority students with high test scores take the same courses as White students with similar test scores? Are they equally successful in these courses? Do minority students who take demanding courses in high school, and succeed in those courses, perform as well on the SAT as White students?
'The answer to all of these questions is 'yes,'' says Wendler. 'Regardless of racial/ethnic group, it is clear that students who excel in rigorous courses tend to get high SAT scores and students who get high SAT scores tend to take and excel in rigorous courses. Taking demanding courses may help students sharpen the reading and mathematical skills assessed by the SAT. At the same time, students cannot succeed in difficult courses if they lack strong reading and mathematical skills.'
The key factors that contribute to superstar status in high school, regardless of race/ethnicity, are:
-- Taking demanding courses
-- Taking at least one Advanced Placement (AP) course
-- Holding a leadership position in extra-curricular activities
-- Having at least one parent with a Bachelor's degree or higher. "
Use the link above to read the full article.
'Characteristics of Minority Students Who Excel on the SAT and in the Classroom,' was written by ETS researchers Brent Bridgeman and Cathy Wendler, using data from the national cohort of students who took the College Board's SAT in 2001.
The researchers explored three questions. Do minority students with high test scores take the same courses as White students with similar test scores? Are they equally successful in these courses? Do minority students who take demanding courses in high school, and succeed in those courses, perform as well on the SAT as White students?
'The answer to all of these questions is 'yes,'' says Wendler. 'Regardless of racial/ethnic group, it is clear that students who excel in rigorous courses tend to get high SAT scores and students who get high SAT scores tend to take and excel in rigorous courses. Taking demanding courses may help students sharpen the reading and mathematical skills assessed by the SAT. At the same time, students cannot succeed in difficult courses if they lack strong reading and mathematical skills.'
The key factors that contribute to superstar status in high school, regardless of race/ethnicity, are:
-- Taking demanding courses
-- Taking at least one Advanced Placement (AP) course
-- Holding a leadership position in extra-curricular activities
-- Having at least one parent with a Bachelor's degree or higher. "
Use the link above to read the full article.
RedNova News - Science - Cultural Relevance And Computer-Assisted Instruction
RedNova News - Science - Cultural Relevance And Computer-Assisted Instruction: "This paper presents the results of an exploratory study on Computer-Assisted Instruction (CAI) and its implications for the education of African-American children. The research examines how a culturally relevant context supports African-American students' task engagement and their ability to solve mathematics and science problems. The context is anchored to the content as we employ history and culture as conceptual lenses to capture a shared legacy that students bring to situated curriculum tasks. The Underground Railroad was selected as the theme to situate student learning because of the wealth of children's literature on this topic, its historical significance, and the recent attention that has been given to it with the publication of A Bondwoman's Narrative (Crafts, 2002). Curriculum development involves the design and use of computer software to engage children in culturally relevant simulations, and a learning management system tracks student progress and outcomes."
Use the link above to read the full story.
Use the link above to read the full story.
Saturday, April 09, 2005
Mi Querida America, online documentary video
Mi Querida America, online documentary video: "Mi Querida America is an online learning environment built around original documentary video. This project follows a group of immigrant teens through their first year of high school in New York City, and pairs their stories with collaborative in-class exercises and discussion questions."
Tire Tracks
Tire Tracks
In summer 2005, the Dutch-American Tire Tracks team takes off on a two year, overland expedition from Casablanca to Cape Town to Cairo, to explore, understand, and explain Africa, its natural and cultural treasures, and its inhabitants.
By zooming into day-to-day life in 35 African countries, the Tire Tracks expedition team gives students and adults around the world the opportunity to explore a variety of different aspects of the African continent on a continuous basis. Through our global, interactive education program, as well as our reports and adventure stories, we will help individuals develop a fresh and balanced view of Africa that ties together isolated issues, and puts them into a broader, more recognizable perspective. By doing so, people will deepen their understanding of issues affecting Africa, and be able to view Africa and its place in the world in a new light.
Education Initiatives
The Tire Tracks global, interactive education program provides expedition-driven, Africa-based content that reinforces concepts taught in science, social studies, and reflective writing classes. By interacting with students and teachers on a frequent basis from the field, and by encouraging interaction between students and teachers of participating pilot schools in South Africa, the USA and Europe, the Tire Tracks team will help students improve their understanding and appreciation of African cultures, and better prepare them to make informed and balanced decisions in the 21st century.
In summer 2005, the Dutch-American Tire Tracks team takes off on a two year, overland expedition from Casablanca to Cape Town to Cairo, to explore, understand, and explain Africa, its natural and cultural treasures, and its inhabitants.
By zooming into day-to-day life in 35 African countries, the Tire Tracks expedition team gives students and adults around the world the opportunity to explore a variety of different aspects of the African continent on a continuous basis. Through our global, interactive education program, as well as our reports and adventure stories, we will help individuals develop a fresh and balanced view of Africa that ties together isolated issues, and puts them into a broader, more recognizable perspective. By doing so, people will deepen their understanding of issues affecting Africa, and be able to view Africa and its place in the world in a new light.
Education Initiatives
The Tire Tracks global, interactive education program provides expedition-driven, Africa-based content that reinforces concepts taught in science, social studies, and reflective writing classes. By interacting with students and teachers on a frequent basis from the field, and by encouraging interaction between students and teachers of participating pilot schools in South Africa, the USA and Europe, the Tire Tracks team will help students improve their understanding and appreciation of African cultures, and better prepare them to make informed and balanced decisions in the 21st century.
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