Advancing Urban Educational Policy: Insights from Research on Dunbar High School

Autor/in	Morris, Archie, III
Titel	Advancing Urban Educational Policy: Insights from Research on Dunbar High School
Quelle	In: Journal of Case Studies in Education, 8 (2015), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Urban Education; Educational Policy; High Schools; High School Students; African American Students; Urban Schools; Educational History; School Effectiveness; Low Income Students; Admission (School); Neighborhood Schools; Parent Background; Employed Parents; Educational Attainment; Academic Ability; Curriculum; Outcomes of Education; Student Participation; Athletics; Extracurricular Activities; Student Employment; Discipline Policy; School Segregation; Racial Bias; Teacher Characteristics; Secondary School Teachers; Facilities; College Preparation; Qualitative Research; Comparative Analysis; Observation; Surveys; District of Columbia + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Politics of education; Bildungspolitik; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; History of education; Bildungsgeschichte; Schuleffizienz; Elternhaus; Bildungsabschluss; Bildungsgut; Curricula; Lehrplan; Rahmenplan; Lernleistung; Schulerfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Leichtathletik; Außerunterrichtliche Aktivität; Studentenarbeit; Disziplinarmaßnahme; Racial discrimination; Rassismus; Qualitative Forschung; Beobachtung; Survey; Umfrage; Befragung
Abstract	For a period of 85 years, the M Street/Dunbar High School was an academically elite, all-black public high school in Washington, D.C. As far back as 1899, its students came in first in citywide tests given in both black and white schools. Over this 85-year span, approximately 80 percent of M Street/Dunbar's graduates went on to college, even though most Americans, white or black, did not attend college at all. Faculty and students were mutually respectful to one another and disruptions in the classroom were not tolerated. Yet, in this era of best practices, this public high school has received virtually no attention in the literature or in policy considerations for inner-city education. The Dunbar High School, of today, with its new building and athletic facilities is just another ghetto school with abysmal standards and low test score results despite the District of Columbia's record of having some of the country's highest levels of money spent per pupil. The purpose of this study is to explore the history of a high school that was successful in teaching black children from low-income families and to determine if the learning model employed there could be successful in a modern inner-city public education environment. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01