Reducing the Gap: Success for All and the Achievement of African-American and Latino Students.

Autor/inn/en	Slavin, Robert E.; Madden, Nancy A.
Titel	Reducing the Gap: Success for All and the Achievement of African-American and Latino Students.
Quelle	(2001), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Black Students; Change Strategies; Educational Change; Elementary Education; Hispanic American Students; Improvement Programs; Models; Outcomes of Education; Program Evaluation; Racial Differences; Reading Achievement; Reading Instruction; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Lösungsstrategie; Bildungsreform; Elementarunterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Effizienzsteigerung; Analogiemodell; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Rassenunterschied; Leseleistung; Leseunterricht
Abstract	One educational innovation that is having a widespread and disproportionate impact on the gap in academic achievement between African-American and Latino children and their White peers is Success for All (SFA), a comprehensive reform model for elementary schools piloted in Baltimore in 1987. SFA, a whole-school reform model that focuses primarily on reading, provides schools with research-based curriculum materials, instructional strategies, and extensive professional development and follow-up. It provides one-to-one tutoring for young children struggling in reading, as well as active parent involvement programs. A large number of studies have found significant positive effects of SFA on the reading achievement of African-American and Latino students. A Texas statewide evaluation of 111 SFA schools found that while the racial gap in Texas Assessment of Academic Skills reading achievement was diminishing for all Texas schools, 1994-98, it diminished significantly more for African-American and Latino students in SFA schools. For schools that had implemented SFA for the longest time, the final gap was only 4 percentage points for African-American students and 7 for Latinos, compared to 14 and 10, respectively, for Texas African-American and Latino students not in SFA schools. The results of these studies suggest that African-American and Latino students may be particularly responsive to improved quality of instruction, and that with a variety of educational interventions it may be possible to substantially reduce or eliminate the persistent achievement gap. (Contains 18 references and 8 figures.) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC