“A Dream Deferred: 50 Years After Brown v. Board of Education .” The Education Trust. 5pp. Online. Internet. 12 May 2004.
Using the Education Watch 2004 State Summary reports of all 50 states, this article looks at achievement, attainment, and opportunity gaps in education soon after the 50th anniversary of the Brown v. Board of Education decision. The article cites the specific criteria Education Watch uses in determining its results as well as provides several examples of achievement disparities in racial minorities. Also effective is a brief section of action strategies to eradicate disparities. This article is most effective in its explanation of Education Watch guidelines than its prescriptive arguments.
“African-Americans College Graduation Rates: Intolerably Low, and Not Catching Up to Whites”. The Journal of Blacks in Higher Education. 37 (2002): 89-100.
This article presents data on college completion of black students. Included are statistics about black and white graduation rates at the nation’s most prestigious universities and colleges as well as graduation rates by race at historically black colleges and universities. A comparison of state success in graduating black students is also provided. A summary of national trends is an important addition as well. This in-depth article is particularly useful in its comprehensive data analysis; the section explaining the differences in Black student graduation rates is particularly informative.
Alford, Schevaletta M. “A Qualitative Study of The College Social Adjustment of Black Students from Lower Socioeconomic Communities.” Journal of Multicultural Counseling & Development . 28 (2000): 2-12.
Positing that Black student retention rates in higher education in the United States has only minimally improved, this study examines the adjustment of black students from lower socio-economic communities to college life. This study provides data for 15 minority students at two four-year commuter colleges. Discussed are limited community affiliation, limited associations with college peers, and the role in counselors in retaining such students. A reference list and excerpts from student interviews are also included.
“Brown University: Is Its Liberal Reputation on Racial Issues Deserved?” The Journal of Blacks in Higher Education. 24 (1999): 29-30.
After stating the reasons for Brown University ’s liberal reputation among Ivy League universities, the article cites racial tension on campus and subsequent protests. This article compares black student admissions and faculty hiring with other Ivy League universities such as Princeton and Dartmouth . This article is brief but useful as a snapshot of Brown’s statistical data on its liberal commitment.
Castro, Jennifer R., and Kenneth G. Rice. “Perfectionism and Ethnicity: Implications for Depressive Symptoms and Self-Reported Academic Achievement.” Cultural Diversity and Ethnic Minority Psychology . 9.1 (2003): 64-78.
Using the Multidimensional Perfectionism Scale, this study examines the characteristics of perfectionism and their affect on academic achievement among various ethnic groups. Presenting statistical data on Asian-American, African-American, and Caucasian students such as regression analyses of perfectionism predicting depression, this article discusses correlations between perfectionism, depression, and grade point average. The limitations of this study as well as suggestions for further research are included.
Cooper, Catherine R., et al. “Bridging Multiple Worlds: How African American and Latino Youth in Academic Outreach Programs Navigate Math Pathways to College.” Applied Developmental Science . 6 (2002): 73-87.
This study compares “capital models” with “challenge models” in examining pathways to college. Family background and challenges within the community, family, and peer groups are discussed. High school math course selection and completion is used to predict college eligibility and enrollment. This article includes an in-depth discussion of method and results as well as the integration of research, policy, and practice on the “pipeline problem”.
Cosden, Merith, Gale Albanese, Ann Leslie and Sandra Macias. “When Homework is not Home Work: After-School Programs for Homework Assistance.” Educational Psychologist . 36.3 (2001):211-221.
Citing that limited data exists on the success of homework assistance programs, this article examines programs that offer academic support and those which offer homework support. Many after-school programs, particularly ones serving ethnic, minority, low-income, and urban communities, incorporate cultural and community programs as part of their curricula. A list of such programs including their target population, research design, and outcomes is also provided. This article discusses factors affecting the success of such programs as well as future strategies for developing after-school homework assistance programs. An extensive bibliography is also included.
Dabady, Marilyn. “Measuring Racial Disparities and Discrimination in Elementary and Secondary Education: An Introduction.” Teachers College Record . 105 (2003): 1048- 1051.
This piece briefly introduces a compilation of paper presented at the National Research Council Workshop on Measuring Racial Disparities and Discrimination in Elementary and Secondary Education. This introduction briefly summarizes papers about what constitutes racial discrimination from a social science and legal perspective, available empirical data on the sources of racial discrimination and educational outcomes, and alternative methods for measuring discrimination used in other fields that could be applied to education. This brief article is simply useful as an introduction to these issues.
Education Trust Inc. “ Rhode Island Key Education Facts and Figures: Achievement, Attainment and Opportunity from Elementary School through College .” Education Watch. (2003): 11 pp. Online. Internet. 22 Apr. 2004.
This article compares the reading and mathematics performance of Rhode Island on recent state assessment with performance on the National Assessment of Educational Progress. The data indicates how effectively Rhode Island is narrowing the gap between White middle class students and racial/ethnic minorities. Also included is information on the demographic distribution across educational levels, participation in Advanced Placement, disparities in school funding, and graduation rates. The report was through as it also cited the correlation between districts with higher child poverty rates (as well as minority enrollment) and the lack of state and local dollars to spend per student.
Fashola, Olatokunbo. “Developing The Talents of African American Male Students During the Non-School Hours.” Urban Education. 38 (2003): 398-430.
This article examines the role of school in the life of African American students and discusses successful after-school programs that help these students to succeed such as L.A. ’s Best and Child First. Four effective models that have improved the academic success of African-American male students (the primary focus of this study) and additional successful mentoring programs are presented. Criteria for inclusion in this article include the programs’ effectiveness and ability to be replicated. Barriers to participation in after-school programs such as transportation and cost are also examined. An extensive bibliography is also included.
Fogg, Neeta P., and Paul E. Harrington. “A Matter of Degrees: How Undergraduate College Completions Shape Labor Supply.” New England Journal of Higher Education and Economic Development . (2004): 21-24.
Using degree completion as a tool to assess issues pertaining to higher education such as minority access and the role of higher education in sustaining economic growth, this article examines degree completion in New England . National, gender and ethnic trends are discussed. This article argues that although minority student graduation rates from two-year New England colleges increased from 1995-2002, the White and International student population still graduate at higher rates; therefore, it is necessary to seriously examine the ability of such colleges to enroll and graduate minority students. In-depth statistical data is provided for minority groups from 1995-2002. Student retention, the under-representation of minorities in higher education, and the alienation of youth are also acknowledged.
Foley, Neil. “Black, White, and Brown.” The Journal of Southern History . 70 (2004): 343-350.
Reflecting on the Brown v. Board of Education decision, this article discusses the subsequent social progress of Black Americans. After a brief legal history of “blackness” in the United States , this piece discusses issues such as white supremacy, miscegenation, and anti-immigrant hysteria. The article examines educational outcomes of minorities in the United States in both high school and higher education. Less focused on presenting raw statistical data this piece provides an in-depth analysis of the minority situation post Brown v. Board of Education.
Furr, Susan R., and Theodore W. Elling. “African-American Students in a Predominantly-White University : Factors Associated with Retention.” College Student Journal . 36 (2002): 188-199.
This article discusses a study in which 183 African-American students participated in a campus climate survey during their first semester; retention of these students was tracked through seven semesters. Factors affecting drop-out rates such as academic performance and campus involvement are examined. Results are presented by year and a copy of the survey questions is provided. This article also discusses the limitations of such a study and the implications of its results.
Grantham, Tarek C., and Donna Y. Ford. “Beyond Self-Concept: Racial Identity and Gifted African American Students.” The High School Journal. Oct.-Nov. 2003: 18-29.
This article investigates the effect of racial identity on the academic achievement of gifted minority students. The authors discuss the psychological issues of black students and theories of black racial identity development. This study also provides extensive recommendations for multicultural counseling, education, and personnel training.
Lau, Linda K. “Institutional Factors Affecting Student Retention.” Education. 124.1 (2003):126-137
Positing that administrators, faculty, and students greatly affect the improvement of student retention, Lau’s article discusses reasons for “drop-out” and effective ways to improve student retention. Lau cites issues such as funding, academic support, proper management of cultural diversity and collaborative learning as tools students, faculty, and administrators can use to improve retention rates for minority and physically disabled students. This article is highly prescriptive but lacks in-depth statistical data on retention data.
Klinger, Janette K. and Alfredo J. Artiles. “ When Should Bilingual Students Be In Special Education?” Education Leadership . 612 (2003): 66-73.
Discussing many of the challenges in special education, this article focuses on the need to address culturally and linguistically diverse students as minority enrollment increases. Not only does this report cite challenges such as disproportionate representation, the definition of a learning disability, the Exclusionary Clause, and inappropriate testing practices but also gives prospective solutions. This article also comments upon the tendency to view culturally and linguistically diverse children from a deficit perspective. An excellent in-depth article with a plethora of references.
Lee, Jaekyung. “Racial and Ethnic Achievement Gap Trends: Reversing the Progress Toward Equity.” Educational Researcher. 31 (2002): 3-12.
This article examines racial and ethnic achievement gaps over the past three decades as it reviews data on Black-White and Hispanic-White gaps in reading and mathematics. This gap is measured by national average test scores between racial and ethnic groups based on the National Assessment of Educational Progress and SAT results. This article examines where the achievement gaps narrow and widen. Cited factors that affect achievement gap trends include socioeconomic and family conditions, youth culture and behavior patterns, and schooling conditions and practices. Also included is an appendix of racial and ethnic gap variables. Lee’s article, which illuminates oft-overlooked data, takes a holistic approach to achievement gap analysis.
Lett, Debra F., and James V. Wright. “Psychological Barriers Associated With Matriculation of African-American Students in Predominantly White Institutions.” Journal of Instructional Psychology . 30.3 (2003): 189-196.
This article explores the role of Student Affairs in addressing the challenges of minority students- particularly African-Americans. Addressing such issues as the psychological support needs of African-American students and models of racial identity development, the authors provide an analysis of Student Affairs practices. Recommendations to aid the development and integration of minority students are also included.
Liang, Xiaoyan, Bruce Fuller, and Judith D. Singer. “Ethnic Differences in Child Care Selection: The Influence of Family Structure, Parental Practices, and Home Language.” Early Childhood Research Quarterly . 15.3 (2000): 357-384.
This article examines the social and economic factors affecting the selection of center-based child care. After reviewing previous theories of center selection, the authors posit a new model that focuses on family forces and how they differ among ethnic groups. Statistical data and a discussion of this study’s policy implications are included.
Nelson, Regena F., Arthur M. Garmon, and Suzanne Davis. “The Significance of Race in Becoming a Teacher.” College Student Journal . 35 (2001): 262-269.
This study probes the effects of race in the attitudes of minority and white students and a public university. Differences in attitude, background, concerns, and aspirations in 365 majority students and 44 minority students are examined using a 31 question survey. Both specific research questions and data results are presented. This article also discusses tools to improve college preparation and on-campus support services such as the Young Educators Society. A bibliography is also provided.
“News and Views: Ranking the States in Their Educational Expenditures to Prepare Black Students for College”. The Journal of Blacks in Higher Education. 16 (1997):30-32.
Because great disparities exists between affluent predominantly white school districts and under-resourced districts with a disproportionate black population this article explores how this inequity affects black student college preparation. After a brief history of federal and state educational spending, the article asserts that racial bias plays a large role in school expenditures. Cited as well are the states where poor students get equal funding. A table in which states are ranked by greatest educational resources in the poorest districts. This article is useful for an analysis of statistical data.
Ortiz, Alba. “English Language Learners With Special Needs: Effective Instructional Strategies.” ERIC Clearinghouse on Languages and Linguistics. Washington D.C. (ED469207).
Citing the language proficiency as a major impediment to academic success for students from a non-English speaking background, this article discusses strategies needed to prevent academic failure for limited English proficiency students. Early intervention and referral to special education are two of the major topics discussed. Collaborative school-community relationships, effective instruction, teacher assistance teams and alternative programs and services are also examined. This article is brief but concisely summarizes effective educational strategies.
“Pell Grant Count Puts Most Ivy League Schools Near the Bottom in Percentage of Low-Income Students”. The Journal of Blacks in Higher Education. 41 (2003): 122-124.
Using data from the study conducted by The Journal of Blacks in Higher Education, based on information provided the U.S. Department of Education on Pell Grants (which provides federal aid for low-income students), this article discusses the fact the Ivy League universities have a very low percentage of Pell grant recipients which indicates a small low-income student population. The article also included information on small liberal arts colleges and their enrollment of low-income students. Figures from the National Center for Education Statistics (NCES) indicate that high-ranking academic institutions have a poor track record in educating blacks and impoverished individuals. This article is informative as it provides data on a very specific indicator of economic status and advantage.
Perin, Delores. “Literacy Education After High School”. ERIC Clearinghouse on Urban Education . New York , NY . (ED467689).
After citing the indicators for literacy difficultly in adults as well as the candidate demographic for post-secondary school literacy education, Perin’s article examines adult basic education (ABE) and college remedial programs, the two predominant instructional settings for adult basic education. This article gives an extensive overview of ABE and college remedial programs and highlights their progress and particular challenges. Included are critiques of each system as well as recommendations for their improvement; as a result, Perin’s article provides a holistic analysis and summary of post-high school literacy programs.
Poon-McBrayer, Kim Fong, and Shernaz B. Garcia. “Profiles of Asian American Students with LD at Initial Referral, Assessment, and Placement in Special Education.” Journal of Leaning Disabilities. 33.1 (2000): 61-71.
Using a school district in the southwest that serves a large population of Asian-American students with learning disabilities, this study examines the characteristics of this student demographic. The authors discuss the underrepresentation of Asian Americans in special education as other studies have questioned how culture and linguistics factor into the identification, assessment, and placement of special education students; eighteen of the twenty-one students in one special education program who were rated as English dominant scored below average on English proficiency tests. This study also addresses such variables as family background, socio-economic factors, age, and retention history. A thorough discussion of method, data collection and analysis as well as this study’s limitations and implications for practice and research is also included. An extensive bibliography is available.
Sankaran, Siva R., Dalila Sankaran, and Tung X. Bui. “Effect of Student Attitude to Course Format on Learning Performance: An Empirical Study in Web vs. Lecture Instruction.” Journal of Instructional Psychology. 27.1 (2000): 66-73.
This article examines student course preference regarding web versus lecture format and their affect on achievement. The study indicates that students are able to increase their test scores when course formats match their attitudes regarding the formats; that is to say, web-oriented students fare better on exams when courses are web-based. Information about differing preferences, attitude, and learning strategies among various ethnic groups and ESL students is also included. This study thoroughly explains its hypotheses, method, and resulting data.
“Special Report: The SAT as a Major Roadblock to Black Students’ Aspirations to Higher Education”. The Journal of Blacks in Higher Education. 29 (2000): 85-99.
After a brief summary of the College Board’s 1976 analysis of the racial disparities in the scores on the Scholastic Assessment Test (SAT), the article examines the Black-White achievement gaps on the SAT, SAT II, and American College Testing (ACT) exam. The article explores the phenomenon of very few high-scoring blacks on these exams as well as ranks the states according to their black-white SAT scoring gap. Factors such as economic disadvantage are cited as reasons for poor achievement. Schools that have dropped the SAT requirement and their subsequent admissions data are also included. Importantly noted in the article is the difficulty in compiling a state-by-state scorecard. This article is dense and very informative.
Skilton-Sylvester, Ellen. “Should I Stay or Should I Go? Investigating Cambodian Women's Participation and Investment in Adult ESL Programs.” Adult Education Quarterly . 53.1 (2002): 9-26.
Drawing from the experiences of four Cambodian women, this study examines the differences in motivation of adult ESL learners by investigating how various identities and the social and classroom contexts influence educational investment. The author also discusses her study’s design, theoretical framework, and data sources. Included is a section outlining this study’s potential implications for theory and practice. An extensive bibliography is available.
State of Rhode Island . RI Office of Higher Education. Rhode Island Higher Education Fall 2002 Enrollment Highlights . (Oct. 2003): 2 pp. Online. Internet. 22 Apr. 2004 .
While simply providing data without drawing conclusions, the RIOHE is useful because of the wealth of information about minority enrollment (Black, Latino, Asian/Pacific Islander, and American Indian/Alaskan Native) in higher education. The report shows trends from 1980-2002. More useful would have been in the inclusion of immigrant/refugee enrollment and how the enrollment of minority groups is distributed along gender and class lines.
State of Rhode Island and Providence Plantations Department of Education. Education Department Releases 2003 School-Performance Classifications Nearly Two-Thirds of Schools Meet All 21 of Their Targets . 2pp. Online. Internet. 9 October 2003 .
Examining the progress of Rhode Island schools two years after the federally mandated No Child Left Behind Act of 2001, this article briefly articulates the need for the Act and explains its provisions. The data this article cites is unsurprising and reiterates what other state and privately commissioned reports assert- a great achievement disparity in schools with a high minority population (two-thirds of the schools classified as needing improvement/insufficient progress were from the seven urban districts). A complete results listing by school and district is available at the Rhode Island Department of Education’s website (www.ridoe.net). This article is merely useful to understand the criteria of the No Child Left Behind Act.
Togneri, Wendy, Stephen E. Anderson. “ How High Poverty Districts Improve.” Leadership. 33 (2003): 12-16.
This article compares the results of five high-poverty districts’ (including Rhode Island ) attempts to improve academic achievement as well as illuminates how poverty adversely affects the success of minority students. Addressing such issues as strategic improvement, system-wide infrastructure, data and accountability, and school level flexibility, this article’s prescriptive emphasis distinguishes it from other data based reports.
“The States.” Chronicle of Higher Education . 49 (2002): N. page.
This article provides Rhode Island population and political leadership data as well as statistical information pertaining to higher education in the state. Providing raw data on colleges and universities, faculty members, students and money, this article does not discuss its findings. This piece is useful, however, to aid in the interpretation of Rhode Island educational trends.
Trusty, Jerry. “Effects of High School Course-Taking and Other variables on Choice of Science and Mathematics College Majors.” Journal of Counseling & Development . 80 (2002): 464-474.
This article discusses a study that examined the effects of intensive math and science course selection in high school and its effect on subsequent selection of math and science majors in college. The study discusses such variables as early academic performance and educational attitudes and behavior in high school. Gender and race are examined in the results. This piece also provides in-depth statistical data as well as a thorough discussion of method, theoretical bases, and results.
Vang, Tony, and Juan Flores. “ The Hmong Americans: Identity, Conflict, and Opportunity .” Multicultural Perspectives. 4 (1999): 9-14.
This article reads much like an ethnography of the Hmong people as it address in brief but specific detail, their political and social history including the impact of the Vietnam War in Laos, refugee camp experiences, resettlement and migration, and the role of women in traditional Hmong Society. The article further discusses acculturation and psychological trauma and their impact on children’s education. A section warning teachers of the potential detriment to student success of their tendency to view cultural differences as a disadvantage is included as well as an informative reference list.
Zehr, Mary Ann. “Un Dia Nuevo for Schools.” Education Week. 20.10 (2000): 1-12.
Focusing the nation’s fastest rising minority population, Latinos, this article explores bilingual education-its pitfalls and progress. This piece gives an informative history of Latino immigration, particularly in Providence , Rhode Island . The range of approaches to bilingual education such as “transitional bilingual education” and English-immersion programs are also discussed as well as possible improvements for such systems. Several tables providing statistical data about population demographics and academic success are also included. May not particularly useful for raw statistical data but quite informative.