Eliminating the Black-White Achievement Gap: A Summary of Research.

Autor/inn/en	Thompson, Charles L.; O'Quinn, Sam D., III
Institution	North Carolina Education Research Council, Chapel Hill.
Titel	Eliminating the Black-White Achievement Gap: A Summary of Research.
Quelle	(2001), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; Black Students; Class Size; Culturally Relevant Education; Early Childhood Education; Educational Quality; Elementary Secondary Education; Equal Education; Grouping (Instructional Purposes); Minority Group Children; School Desegregation; Summer Programs; Teacher Expectations of Students; Teaching Methods; Track System (Education); Tutoring; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Klassengröße; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Grouping; Gruppenbildung; Integrative Schule; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsgruppe; Leistungsdifferenzierung; Förderkonzept; Nachhilfeunterricht
Abstract	The gap between the academic achievement of minority group and white majority group students is at the forefront of educators' and policymakers' agenda in North Carolina and nationwide. The North Carolina Education Cabinet has set the target of eliminating the gap by the year 2010. This report reviews the evidence for each of several steps intended to help reduce the gap. These include: extending high quality, academically focused early childhood education to all children at risk of school failure; ensuring that African-American children are taught by able, well-prepared, experienced teachers; reducing class size in the early grades; adopting sound and equitable grouping practices in elementary schools; ensuring that African American students are equitably represented across curriculum tracks in high schools; bridging home and school cultures by adapting teaching and discipline practices to suit students' backgrounds; demanding success by holding both schools and students accountable; supporting students with individual tutoring, more comprehensive reforms, summer programs, and follow-up assistance; and desegregating schools and programs within schools. Appended are the 16 comprehensive school reform models with the soundest basis of research and strongest evidence of effectiveness. (Contains 100 bibliographic references.) (SM)
Anmerkungen	North Carolina Education Research Council, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-962-8373; Fax: 919-843-8128; e-mail: cthomps@ga.unc.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC