An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools

Autor/inn/en	Neild, Ruth Curran; Balfanz, Robert
Titel	An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools
Quelle	In: Journal of Education for Students Placed at Risk, 11 (2006) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1207/s15327671espr1102_1
Schlagwörter	School Demography; Educational Needs; Student Characteristics; Grade 9; Academic Failure; High Risk Students; Neighborhood Schools; Human Capital; Educational Change; Educational Policy; Attendance; Academic Achievement; Difficulty Level; Urban Schools; High Schools; Financial Support; Urban Demography; Grade Repetition; Age + Suchen Sie Ihr Suchwort? Schulbesuchsrate; Educational need; Bildungsbedarf; School year 09; 9. Schuljahr; Schuljahr 09; Problemschüler; Humankapital; Bildungsreform; Politics of education; Bildungspolitik; Anwesenheit; Schulleistung; Schwierigkeitsgrad; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; Finanzielle Förderung; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Alter; Lebensalter
Abstract	Despite the growth of a variety of alternatives to the neighborhood high school, most students in big-city school systems still attend large comprehensive high schools that serve a particular residential area. The authors contend that the extreme concentration of educational need at these schools is often overlooked by policymakers, school reform programs, and even district personnel. To illustrate the challenges facing neighborhood high schools, this article examines key academic characteristics of 9th-graders in Philadelphia during the 1999-2000 school year. The authors find that a large percentage of 9th graders at neighborhood high schools have been 9th graders for 2 or more years. Many of the 1st-time 9th graders either are over-age, are 2 or more years below grade level in reading and math, or had weak attendance in 8th grade. These data suggest that large and sustained investments of human and financial capital are desperately needed in the many neighborhood schools that serve primarily, and often almost exclusively, students with multiple risk factors for academic failure. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10