City's Black Males Stay in School

Autor/in	Aarons, Dakarai I.
Titel	City's Black Males Stay in School
Quelle	In: Education Week, 30 (2010) 10, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	African American Students; Graduation Rate; Dropout Rate; National Competency Tests; Males; Urban Schools; Academic Persistence; Racial Differences; School Holding Power; At Risk Students; White Students; American Indians; Hispanic American Students; Attitude Change; High School Graduates; Maryland + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; American Indian; Indianer; Hispanic; Hispanic Americans; Hispanoamerikaner; Attitudinal change; Einstellungsänderung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin
Abstract	School leaders in Baltimore have mounted an offensive over the past three years to keep more students in school and on track. Last month, news came that the effort has produced a welcome dividend: Black male students are driving a marked increase in the district's graduation rate and a decrease in its dropout rate, and showing improvement at a faster clip than the rest of the system. The 82,000-student district's on-time graduation rate for black males increased from 51 percent in the 2006-07 school year to 57.3 percent in the 2009-10 school year--a 12.4 percent increase, district data show. Its overall graduation rate increased from 60 percent in 2006-07 to 66 percent in 2009-10--a 10 percent rise. Black students make up 87.8 percent of the district's enrollment. Nationwide, black males lag behind all other students except Native Americans in high school completion, according to a June report from the Editorial Projects in Education Research Center. That report, using federal data from the 2006-07 school year, found that just 46.7 percent of African-American male students graduated on time that year, compared with 73.7 percent of their white male counterparts. Michael D. Casserly, the executive director of the Washington-based Council of the Great City Schools, said Baltimore's trends are notable not only in the district's graduation and dropout rates, but also in its performance on the National Assessment of Educational Progress, a set of congressionally mandated tests that serve as a national barometer of student achievement. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10