This document appears to be a research paper analyzing factors contributing to high dropout rates among Native American students in public secondary schools. The author cites statistics showing Native American students have the highest dropout rates of any ethnic group in the U.S. The paper then reviews literature on challenges Native students face and proposes solutions like increasing Native teacher representation, promoting cultural retention strategies, and benchmarking alternative schools with success serving Native students. The conclusion calls for closing the cultural gap between Native students and mainstream education paradigms.
This document discusses the high dropout rate among Hispanic males in the United States. It provides statistics showing that Hispanic students enter high school at high rates but many do not receive a diploma, especially males. The author then outlines their study which examines perspectives from Hispanic male dropouts, their mothers, teachers, and administrators on the reasons for dropping out. A literature review covers topics like school reform, achievement gaps, parent involvement, and characteristics of dropouts. The research design uses focus groups and interviews to collect data from these groups to identify common themes in their perspectives.
Pisa and performance of us 15 year olds in reading, math n sc in an internati...Nur Raieda Ainul Maslih
The document provides highlights from the 2009 Program for International Student Assessment (PISA) regarding the performance of U.S. 15-year-olds in reading literacy, mathematics literacy, and science literacy compared to other participating countries. Key findings include: the U.S. average score in reading literacy was not significantly different from the OECD average; in mathematics, the U.S. average was lower than the OECD average; and in science, the U.S. average was not significantly different from the OECD average. The report also provides data on gender, racial/ethnic, and socioeconomic gaps in student performance within the U.S.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Culture & Education: Univ. BCN class presentationmitra2015
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course: CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES by Prof. Anuradha Mitra Ghemawat UB Dept. of Language & Literature
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
Jennifer K. LeBlanc, Abiola A. Farinde. Published in NATIONAL FORUM JOURNALS,...William Kritsonis
This document summarizes a journal article that discusses culturally responsive science teaching techniques to encourage African American students. It begins with historical context on the underrepresentation and low achievement of African Americans in science. Current data shows a persistent achievement gap, with African Americans scoring lower than other groups on science assessments. The article then discusses movement expressiveness as an important part of African American culture and recommends incorporating movement into science lessons as a culturally responsive teaching strategy. Specific movement-based teaching techniques are described, such as using stations, observation walks, storytelling with gestures, and dances or skits to review concepts. The goal is to improve engagement and science achievement among African American students.
This document discusses the high dropout rate among Hispanic males in the United States. It provides statistics showing that Hispanic students enter high school at high rates but many do not receive a diploma, especially males. The author then outlines their study which examines perspectives from Hispanic male dropouts, their mothers, teachers, and administrators on the reasons for dropping out. A literature review covers topics like school reform, achievement gaps, parent involvement, and characteristics of dropouts. The research design uses focus groups and interviews to collect data from these groups to identify common themes in their perspectives.
Pisa and performance of us 15 year olds in reading, math n sc in an internati...Nur Raieda Ainul Maslih
The document provides highlights from the 2009 Program for International Student Assessment (PISA) regarding the performance of U.S. 15-year-olds in reading literacy, mathematics literacy, and science literacy compared to other participating countries. Key findings include: the U.S. average score in reading literacy was not significantly different from the OECD average; in mathematics, the U.S. average was lower than the OECD average; and in science, the U.S. average was not significantly different from the OECD average. The report also provides data on gender, racial/ethnic, and socioeconomic gaps in student performance within the U.S.
The Relationship between student sense of belonging and college-going beliefs...Dr. Jamie Stagno-Steiner
Although there is an abundance of research on middle school counseling, college readiness and belonging, there is a gap in the research regarding middle school students
and attempts to correlate their sense of belonging to college-going beliefs. Research identifies eighth grade as a critical time in a student’s education in which they make
important post-secondary decisions. The research stressed that a student’s academic achievement was not only influenced by intellectual abilities, but by their school climate. The purpose of this mixed methods study was to identify a correlation between school- based factors, specifically a student’s sense of belonging, and college-going beliefs. One hundred eighty-four eighth-grade students from a diverse suburban middle school were
surveyed on their college-going beliefs as well as their sense of belonging. In addition, focus groups were facilitated to further explore how students felt about their school environment and post-secondary planning. The findings showed a significant statistical correlation between students’ sense of school belonging and college-going beliefs. This is significant because it begins to address the void in the research identifying how school
based factors are related to students’ college-going beliefs. Focus group data also enhanced quantitative findings by highlighting how students who described a positive sense of belonging in school had strong intentions and higher confidence for attending college after high school. The results of this research will help educators improve programs, develop stronger relationships with students and strengthen the curriculum to better prepare students for high school and beyond.
Culture & Education: Univ. BCN class presentationmitra2015
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course: CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES by Prof. Anuradha Mitra Ghemawat UB Dept. of Language & Literature
College students experiences of power and marginalitymehek4
This autoethnographic study examines the experiences of a Southeast Asian American female college student at the intersection of race and class. It uses her personal narrative and experiences to counter the model minority myth that Asian American students do not face challenges. The student came from a low-income background and was the first in her family to attend college. Through her story, the study aims to show how both her racial and socioeconomic identities impacted her college experience, despite Asians being perceived as an overrepresented and high achieving group. Critical race theory, specifically the concepts of intersectionality and voice, frame the analysis by recognizing the student's multiple, interconnected identities and knowledge gained from her experiences.
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON...William Kritsonis
AN INVESTIGATION OF THE IMPACT OF ATYPICAL PRINCIPALO PREPARATION PROGRAMS ON SCHOOL ACCOUNTABILITYH AND STUDENT ACHIEVEMENT IN HIGH-POVERTY SCHOOLS by Sheri L. Miller-Williams, PhD
William Allan Kritsonis, PhD, Dissertation Chair, PVAMU-The Texas A&M University System
Jennifer K. LeBlanc, Abiola A. Farinde. Published in NATIONAL FORUM JOURNALS,...William Kritsonis
This document summarizes a journal article that discusses culturally responsive science teaching techniques to encourage African American students. It begins with historical context on the underrepresentation and low achievement of African Americans in science. Current data shows a persistent achievement gap, with African Americans scoring lower than other groups on science assessments. The article then discusses movement expressiveness as an important part of African American culture and recommends incorporating movement into science lessons as a culturally responsive teaching strategy. Specific movement-based teaching techniques are described, such as using stations, observation walks, storytelling with gestures, and dances or skits to review concepts. The goal is to improve engagement and science achievement among African American students.
The document is an article from a journal that examines the impact of high-stakes standardized testing mandated by No Child Left Behind on minority student dropout rates. It summarizes research finding that states with exit exams have higher dropout rates than those without, and that minority students, especially black males, are disproportionately impacted. The article asserts that cultural and socioeconomic biases may disadvantage these students on standardized tests, and that fear of failure can drive students to drop out of school. Overall, it argues the emphasis on testing exacerbates the dropout crisis in the US.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
The document summarizes research showing that the American education system is unfair to ESL (English as a Second Language) students. It notes that the number of ESL students has risen significantly in recent decades, but these students face hostility and challenges in adapting due to the education system and broader culture not being welcoming to other languages. The document also shows that ESL students are much less likely than English-speaking students to graduate from college, and argues this is because the overall US education system is failing and not properly educating all students.
DiMauro Michele - How do we recruit and retain Black male teachers in K-12 ed...Michele DiMauro
This document discusses strategies for recruiting and retaining black male teachers in K-12 education. It provides background on the lack of representation of black male teachers in schools and importance of having role models for black male students. Barriers that contribute to the shortage are discussed such as high dropout rates for black male students. A case study is reviewed that found black male students benefited from relationships with black male school staff. Recommendations include alternative certification programs, community outreach, mentoring programs, and growing your own teachers from within the community.
Prioritizing English Learners: The Right Partnerships, Strategies and Resourc...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Prioritizing English Learners: The Right Partnerships, Strategies and Resources
Partners of all types and at all levels of the system play a critical role in ensuring English learners receive the support they need to thrive in school and life. As such, federal, state and local partners are working together to effectively implement policies and practices geared toward increasing high school graduation rates and ensuring other successful outcomes for English learners. But what strategies are proving most effective? And what resources are states and communities leveraging and planning to leverage as they continue this work? This diverse panel of experts to discussed these and other critical questions related to better supporting English learners.
Created by
Libia Gil, US Department of Education
This document discusses several issues in special education including varying state standards for identification of students with special needs, lack of funding for special education programs, high educator burnout rates, and the disproportionate representation of minority students in special education. It proposes solutions such as setting a national standard for identification of students, improving teacher training, and providing more funding to schools.
This document summarizes a study on factors that inhibit or facilitate the transition from high school to college for minority students. The study interviewed 6 students from predominantly white institutions, public institutions, and historically black institutions to understand their academic and social integration experiences. Key findings were that students needed more support from peers, family, and faculty. The study also supported the need for early college preparation programs.
This document summarizes the history of George Washington Carver High School in New Orleans and its legacy in the community. It discusses how the school was an integral part of the community and a source of pride, but faced declining resources and rising crime over the years. After being destroyed by Hurricane Katrina in 2005, there was a debate around reopening the school, with some community members lobbying to save it and others supporting a charter operator taking it over, leading to protests. The document provides background on desegregation in New Orleans and the tensions between communities and school reform efforts.
Naspa religious oppression and identity development of muslim studentsalyzewe
This document summarizes a presentation given at the 2013 NASPA Annual Conference about religious oppression and identity development of Muslim students. The presentation defined religious oppression and Christian privilege, explored theories of faith development, discussed the experiences of Muslim students and how diversity can enhance learning. It promoted interfaith dialogue and programming to support Muslim students and change campus cultures.
The document discusses contemporary issues in Aboriginal education in Canada. It covers topics such as health and social wellness challenges faced by Aboriginal communities, lower income and higher poverty rates, and lower academic achievement. Regarding education levels, graduation rates for First Nations students are much lower than non-Aboriginal students. The lecture also discusses the difficult school choice parents in Aboriginal communities face in deciding whether to send their children to on-reserve or off-reserve schools. While off-reserve schools may provide better academic programs, children often face challenges like racism and loss of cultural teachings. Overall, the document examines the ongoing impacts of the residential school system and the intergenerational effects of colonization on Aboriginal communities and education.
In Efforts to Boost Teacher Diversity API InclusionJustin Tandingan
While Asian Americans and Pacific Islanders make up over 5% of the US population, they account for just 1.8% of teachers. Having teachers that share one's ethnic background and experiences can be important for student connection and representation. However, most teacher diversity initiatives focus on African American and Hispanic communities and overlook Asian American and Pacific Islander communities. Programs like Teach For America are making efforts to specifically recruit more Asian American and Pacific Islander teachers in order to provide role models for students and address issues beyond academics facing these communities. However, more work is still needed across traditional teacher preparation programs to ensure Asian American and Pacific Islander students and teachers are not overlooked.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
This document summarizes statistics on poverty in the United States. It reports that the poverty line for a family of 4 is $23,021 and 16% of the US population, or around 63 million people, live below this level. The document also discusses the cycle of poverty, with low income leading to lack of education and underemployment, perpetuating economic decline. It notes children in poverty face developmental delays and are less prepared for school.
This study analyzes how preservice teachers at a predominantly white university developed understandings of culturally responsive pedagogy during a teacher preparation program. The program included engaging with multicultural literature, interacting with students at an under-resourced school, and exploring key concepts of culturally responsive teaching. The researchers found that examining how race shaped participants' perspectives revealed complex and diverse understandings of cultural competence. Explicit discussion of racial identity and consciousness helped uncover how stereotypes and racial lenses influenced developing ideas about culturally responsive teaching among both white students and instructors.
Matthew Todd Bradley is an Associate Professor of Political Science at Indiana University Kokomo. He received his Ph.D. in Political Science from SUNY Binghamton. His research focuses on civil society, NGOs, and democratization in developing countries. He has over 15 peer-reviewed publications and has received several grants and awards for his research and service. He teaches courses in American politics, comparative politics, and international relations.
Supporting African American Students Studying AbroadRmarieseavey
The document discusses challenges faced by African American students studying abroad and strategies to support them. It notes that globalization is increasing pressure to study abroad, including in countries that pose risks of racism. However, minority students participate in study abroad programs at much lower rates than white students due to fears of racism, lack of representation among faculty leaders, and other barriers. The document recommends several best practices for student affairs professionals, such as intentionally recruiting minority students, addressing racism concerns, and incorporating discussions of identity. The goal is to promote diversity and safety among study abroad participants.
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Category (Tribe and Non-Tribe) As a Factor in Educational Aspiration of Secon...iosrjce
Out of various problems faced by the students, the problem of setting the proper level of Educational
Aspiration is the most important. Not only Psychological factors but also various societal factors like culture,
opportunities, family background of the students, their socio-economic status, task oriented attitude, educational
system, school curricula, school environment and performance influence the formation of nature and fulfillment
of educational aspirations. The entry of tribal students of Odisha into the higher education and their
representation in various elite groups is very poor. The researcher assumed it is due to the improper level of
educational and career aspiration of the people of tribal community. Keeping these in view, the researchers
considered Educational Aspiration as an important variable to study and considered the problem titled
“Category (Tribe and Non-tribe) as a Factor in Educational Aspiration: An Investigation”. For this purpose,
researchers selected 680 (N =680) Secondary School going students from different sections studying in schools
running under the Board of Secondary Education Odisha. The Mazumder Educational Aspiration Inventory
(MEAI) has been used to measure the selected variable. Descriptive statistics along with t-test have been
employed to analyze the data. The category i.e. tribe and non-tribe was found an important factor in setting
Educational Aspiration.
Whatever it Takes: How Twelve Communities Are Reconnecting Out-of-School Yout...nmartin7136
The document discusses the problem of high school dropouts in the United States and provides examples of successful dropout recovery programs. It finds that around 6.3 million 18-24 year olds have not completed high school and discusses the negative consequences. It then highlights 12 communities that have implemented effective dropout recovery programs through schools, community colleges, and job training. Finally, it recommends five actions states can take to support dropout recovery like tracking students, alternative education options, and competency-based credits.
The document is an article from a journal that examines the impact of high-stakes standardized testing mandated by No Child Left Behind on minority student dropout rates. It summarizes research finding that states with exit exams have higher dropout rates than those without, and that minority students, especially black males, are disproportionately impacted. The article asserts that cultural and socioeconomic biases may disadvantage these students on standardized tests, and that fear of failure can drive students to drop out of school. Overall, it argues the emphasis on testing exacerbates the dropout crisis in the US.
This document discusses integrating culturally responsive literature into the Common Core standards. It notes that the US student population is becoming increasingly diverse, with minorities projected to make up nearly 50% of students by 2023. However, the teaching population remains predominantly white females. The document advocates increasing teacher diversity and using literature that reflects students' cultures and backgrounds. It provides background on critical literacy and discusses how essential questions can frame curricular units to promote critical thinking about issues of power and social justice.
Fighting Education Inequality: Segregation in K-12 Schooling & Legacy Preferences in Higher Education. A talk by Richard D. Kahlenberg, Senior Fellow, The Century Foundation , November 10, 2011 at the Education Law Association, Chicago, Illinois
The document summarizes research showing that the American education system is unfair to ESL (English as a Second Language) students. It notes that the number of ESL students has risen significantly in recent decades, but these students face hostility and challenges in adapting due to the education system and broader culture not being welcoming to other languages. The document also shows that ESL students are much less likely than English-speaking students to graduate from college, and argues this is because the overall US education system is failing and not properly educating all students.
DiMauro Michele - How do we recruit and retain Black male teachers in K-12 ed...Michele DiMauro
This document discusses strategies for recruiting and retaining black male teachers in K-12 education. It provides background on the lack of representation of black male teachers in schools and importance of having role models for black male students. Barriers that contribute to the shortage are discussed such as high dropout rates for black male students. A case study is reviewed that found black male students benefited from relationships with black male school staff. Recommendations include alternative certification programs, community outreach, mentoring programs, and growing your own teachers from within the community.
Prioritizing English Learners: The Right Partnerships, Strategies and Resourc...America's Promise Alliance
America's Promise Alliance Community Convention 2016
Prioritizing English Learners: The Right Partnerships, Strategies and Resources
Partners of all types and at all levels of the system play a critical role in ensuring English learners receive the support they need to thrive in school and life. As such, federal, state and local partners are working together to effectively implement policies and practices geared toward increasing high school graduation rates and ensuring other successful outcomes for English learners. But what strategies are proving most effective? And what resources are states and communities leveraging and planning to leverage as they continue this work? This diverse panel of experts to discussed these and other critical questions related to better supporting English learners.
Created by
Libia Gil, US Department of Education
This document discusses several issues in special education including varying state standards for identification of students with special needs, lack of funding for special education programs, high educator burnout rates, and the disproportionate representation of minority students in special education. It proposes solutions such as setting a national standard for identification of students, improving teacher training, and providing more funding to schools.
This document summarizes a study on factors that inhibit or facilitate the transition from high school to college for minority students. The study interviewed 6 students from predominantly white institutions, public institutions, and historically black institutions to understand their academic and social integration experiences. Key findings were that students needed more support from peers, family, and faculty. The study also supported the need for early college preparation programs.
This document summarizes the history of George Washington Carver High School in New Orleans and its legacy in the community. It discusses how the school was an integral part of the community and a source of pride, but faced declining resources and rising crime over the years. After being destroyed by Hurricane Katrina in 2005, there was a debate around reopening the school, with some community members lobbying to save it and others supporting a charter operator taking it over, leading to protests. The document provides background on desegregation in New Orleans and the tensions between communities and school reform efforts.
Naspa religious oppression and identity development of muslim studentsalyzewe
This document summarizes a presentation given at the 2013 NASPA Annual Conference about religious oppression and identity development of Muslim students. The presentation defined religious oppression and Christian privilege, explored theories of faith development, discussed the experiences of Muslim students and how diversity can enhance learning. It promoted interfaith dialogue and programming to support Muslim students and change campus cultures.
The document discusses contemporary issues in Aboriginal education in Canada. It covers topics such as health and social wellness challenges faced by Aboriginal communities, lower income and higher poverty rates, and lower academic achievement. Regarding education levels, graduation rates for First Nations students are much lower than non-Aboriginal students. The lecture also discusses the difficult school choice parents in Aboriginal communities face in deciding whether to send their children to on-reserve or off-reserve schools. While off-reserve schools may provide better academic programs, children often face challenges like racism and loss of cultural teachings. Overall, the document examines the ongoing impacts of the residential school system and the intergenerational effects of colonization on Aboriginal communities and education.
In Efforts to Boost Teacher Diversity API InclusionJustin Tandingan
While Asian Americans and Pacific Islanders make up over 5% of the US population, they account for just 1.8% of teachers. Having teachers that share one's ethnic background and experiences can be important for student connection and representation. However, most teacher diversity initiatives focus on African American and Hispanic communities and overlook Asian American and Pacific Islander communities. Programs like Teach For America are making efforts to specifically recruit more Asian American and Pacific Islander teachers in order to provide role models for students and address issues beyond academics facing these communities. However, more work is still needed across traditional teacher preparation programs to ensure Asian American and Pacific Islander students and teachers are not overlooked.
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
This document summarizes statistics on poverty in the United States. It reports that the poverty line for a family of 4 is $23,021 and 16% of the US population, or around 63 million people, live below this level. The document also discusses the cycle of poverty, with low income leading to lack of education and underemployment, perpetuating economic decline. It notes children in poverty face developmental delays and are less prepared for school.
This study analyzes how preservice teachers at a predominantly white university developed understandings of culturally responsive pedagogy during a teacher preparation program. The program included engaging with multicultural literature, interacting with students at an under-resourced school, and exploring key concepts of culturally responsive teaching. The researchers found that examining how race shaped participants' perspectives revealed complex and diverse understandings of cultural competence. Explicit discussion of racial identity and consciousness helped uncover how stereotypes and racial lenses influenced developing ideas about culturally responsive teaching among both white students and instructors.
Matthew Todd Bradley is an Associate Professor of Political Science at Indiana University Kokomo. He received his Ph.D. in Political Science from SUNY Binghamton. His research focuses on civil society, NGOs, and democratization in developing countries. He has over 15 peer-reviewed publications and has received several grants and awards for his research and service. He teaches courses in American politics, comparative politics, and international relations.
Supporting African American Students Studying AbroadRmarieseavey
The document discusses challenges faced by African American students studying abroad and strategies to support them. It notes that globalization is increasing pressure to study abroad, including in countries that pose risks of racism. However, minority students participate in study abroad programs at much lower rates than white students due to fears of racism, lack of representation among faculty leaders, and other barriers. The document recommends several best practices for student affairs professionals, such as intentionally recruiting minority students, addressing racism concerns, and incorporating discussions of identity. The goal is to promote diversity and safety among study abroad participants.
Bartz, david e enhancing education for african american children nftej v...William Kritsonis
The United States is in a crisis regarding the ineffectiveness of PreK-12 education for African American children. Principals play a key role in alleviating this crisis through culturally responsive school leadership that includes critical self-reflection, consistently contributing to culturally responsive teaching and curriculum, promoting culturally responsive school environments, and engaging the community in culturally responsive ways. Teachers and significant others (parents/guardians, grandparents, family members, and siblings) in the daily lives of African American children, and community agencies must work collaboratively to enhance the cognitive and social psychological development of African American children.
Category (Tribe and Non-Tribe) As a Factor in Educational Aspiration of Secon...iosrjce
Out of various problems faced by the students, the problem of setting the proper level of Educational
Aspiration is the most important. Not only Psychological factors but also various societal factors like culture,
opportunities, family background of the students, their socio-economic status, task oriented attitude, educational
system, school curricula, school environment and performance influence the formation of nature and fulfillment
of educational aspirations. The entry of tribal students of Odisha into the higher education and their
representation in various elite groups is very poor. The researcher assumed it is due to the improper level of
educational and career aspiration of the people of tribal community. Keeping these in view, the researchers
considered Educational Aspiration as an important variable to study and considered the problem titled
“Category (Tribe and Non-tribe) as a Factor in Educational Aspiration: An Investigation”. For this purpose,
researchers selected 680 (N =680) Secondary School going students from different sections studying in schools
running under the Board of Secondary Education Odisha. The Mazumder Educational Aspiration Inventory
(MEAI) has been used to measure the selected variable. Descriptive statistics along with t-test have been
employed to analyze the data. The category i.e. tribe and non-tribe was found an important factor in setting
Educational Aspiration.
Whatever it Takes: How Twelve Communities Are Reconnecting Out-of-School Yout...nmartin7136
The document discusses the problem of high school dropouts in the United States and provides examples of successful dropout recovery programs. It finds that around 6.3 million 18-24 year olds have not completed high school and discusses the negative consequences. It then highlights 12 communities that have implemented effective dropout recovery programs through schools, community colleges, and job training. Finally, it recommends five actions states can take to support dropout recovery like tracking students, alternative education options, and competency-based credits.
The document discusses solutions for raising academic achievement for poor children. It suggests that small schools can reduce the negative effects of poverty and increase parental involvement. It also recommends creating safe classroom environments, cooperative learning, shared decision making, and teaching students skills to handle strong emotions. The document provides potential resources from the National Center for Children in Poverty and lists several relevant web resources.
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Kritsonis, Dissertation Chairguestfa49ec
This dissertation examines the relationship between African American student experiences with school practices deemed important to achievement and performance in developmental education mathematics courses. A mixed methods approach was used, including administering a survey to 98 students measuring their experiences with seven correlates of effective schools. Qualitative interviews were also conducted with 34 students in focus groups. The study aimed to identify school leadership practices that resonate with African American learners and inform efforts to close achievement gaps.
The document discusses the need to transition from an individualistic concept of merit in college admissions to a democratic concept of merit. It argues that admissions policies should consider how students may contribute to society and a just democracy. It provides examples of non-traditional measures that could be used to identify students who have overcome adversity and will enrich the learning environment. It also highlights some current programs that reflect aspects of democratic merit in admissions.
IDRA 2017 Annual Report_Keeping the Promise_Profiles in Leadership and EducationChristie Goodman, APR
IDRA’s 2017 Annual Report, Keeping the Promise: Profiles in Leadership and Education, in addition to highlighting our work, features education, family, community and youth leaders and how their commitment to keeping the promise of quality public education for all children has been woven into their paths and how they work with a community of partners and colleagues to keep this promise.
1Motivation and academic performance2Paper OutlinePa.docxdrennanmicah
This document outlines a research paper that examines the relationship between intrinsic and extrinsic motivation and academic performance among international students. The paper will have three sections: an introduction outlining the topic and significance of the research, a body reviewing previous studies on factors related to academic motivation, and a conclusion discussing the interactions between motivation and academic performance. Specifically, the paper aims to investigate whether motivation influences academic performance differently for students studying abroad compared to students studying in their home country.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines a proposed dissertation study on effective school practices that are important for the achievement of African American learners. The study aims to identify practices implemented by school leaders that can improve academic outcomes for African American students. It will survey African American college freshmen on how they rated their high schools in terms of effective practices. It also aims to determine if there is a relationship between students' ratings and their early college achievement. Qualitative interviews will further explore students' perspectives on various effective practices. The goal is to enhance implementation of practices that resonate with African American students and motivate academic success.
Culture & Education: Univ. BCN class presentationmitra2015
2017-19 Class Presentation (a series of classes) for a University of Barcelona, Barcelona, Spain 4th year undergraduate course: CULTURAL ASPECTS OF ENGLISH_SPEAKING COUNTRIES by Prof. Anuradha Mitra Ghemawat
UB Dept. of Language & Literature
You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon
Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.
Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.
Audience:
- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction
The document discusses curriculum leadership and 21st century learning methods. It summarizes research showing that while U.S. student performance on standardized tests is high, they struggle with real-world problem solving. Initiatives like No Child Left Behind and programs assessing skills like PISA aimed to improve skills, but funding limited ability to fully incorporate 21st century testing. Challenges included adequately supporting diverse learners under the Individuals with Disabilities Education Act.
This document provides an overview of Teach For America, including its mission to eliminate educational inequity, the causes and impacts of inequity, Teach For America's theory of change and program model, the selection and training of corps members, corps member impacts on student achievement, alumni impacts, and considerations for new site development. The summary highlights that Teach For America recruits recent college graduates to teach for 2 years in low-income communities, provides intensive training, and that corps members have been shown to help students achieve greater gains in reading and math than typical.
This dissertation examines the impacts of federally-driven School Improvement Grant (SIG) policies on reservation schools in Arizona through a critical policy analysis and Tribal Critical Race Theory lens. The document provides context on the history of federal policy and its influence on American Indian education. It then outlines the SIG policy requirements and presents three main findings from an analysis of SIG documents: 1) dysfunctional intergovernmental relations increased initiatives but lacked coordination; 2) SIG effects varied widely but consistently led to issues of failure, dysfunction and assimilation; and 3) SIG policies proved unstable and unsustainable for most schools. The study aims to illuminate how SIG policies perpetuated colonization and standardization at the expense of tribal sovereignty and Indigenous perspectives.
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the ...William Kritsonis
Lavada M. Walden & William Allan Kritsonis, PhD - Article: The Impact of the Correlation Between The No Child Left Behind Act's High Stakes Testing and the High Drop-out Rates of Minority Students - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 21 doctoral dissertations. He lives in Houston, Texas.
Dr. William Allan Kritsonis, Dissertation Chair for Steven Norfleet, Disserta...William Kritsonis
This document outlines Steven Norfleet's dissertation defense for a mixed methods study on school practices that promote African American student achievement. The study examined how African American students describe their experiences with correlates of effective schools, and how those correlates relate to student achievement in developmental math courses. The defense covers background on the achievement gap problem, purpose/problem statements, significance of studying this issue, the conceptual model drawing on effective schools research, research questions, and a review of relevant literature.
This document outlines a research plan to investigate disparities in student achievement in Portland public high schools. The group aims to examine how school demographics like racial composition and socioeconomic class vary between districts. They will analyze data on graduation rates, test scores, class sizes, free lunch eligibility and other factors. Based on literature showing racial gaps in achievement elsewhere, the group hypothesizes that minority students in Portland schools graduate at lower rates than white students. Variables of interest are race as the independent variable and graduation as the dependent variable, accounting for gender and socioeconomic status.
Stephen Dyer is an education policy leader and attorney based in Ohio. He has extensive experience leading education reform efforts at both the state legislative and nonprofit levels. As a former state representative, he was the chief architect of Ohio's evidence-based model for school funding. He has also led charter school reform initiatives and analyses of school funding models through his work with various education policy organizations. Currently, he works as an education policy fellow, lecturer, and municipal councilmember while maintaining his law practice.
Jim Zhang is an ESL and international student advisor. He serves as co-chair of the ESL/International Student Advising Commission at NACADA and is a member of several international education associations. The document discusses issues related to international students in US higher education such as increasing enrollment numbers, economic contributions, and top international education news stories. It also addresses common challenges international students face like academic adjustment, culture shock, and visa issues. Recommendations are provided for developing international student support services including a newsletter, orientation, workshops, and mentorship program.
1. Tim LaPlant
Walden University
Dr. Joseph Frantiska Jr.
EDUC-6125
Native American Dropout: Assessing Factors
to Improve Retention in Public, Secondary
Schools
2. Overview
"Let us put our minds together and see what kind of life we can make for
our children."
- Sitting Bull, Lakota Sioux Medicine Man and Chief
3. Overview
"Let us put our minds together and see what kind of life we can make for
our children."
- Sitting Bull, Lakota Sioux Medicine Man and Chief
4. Overview
"Let us put our minds together and see what kind of life we can make for
our children."
- Sitting Bull, Lakota Sioux Medicine Man and Chief
5. Overview
"Let us put our minds together and see what kind of life we can make for
our children."
- Sitting Bull, Lakota Sioux Medicine Man and Chief
7. Context and Background
The high school
dropout rate for
Native Americans
is the highest
among any group
in the United
States (Akee &Yazzie-Mintz,
2011).
8. Context and Background
Fourteen states, “Alaska,
Idaho, Mississippi, Nebraska,
Nevada, New York, North
Dakota, Oregon, South
Carolina, South Dakota,
Utah, Washington, and
Wyoming” reported High
School graduation rates for
Native students below 60
percent (National Indian Education
Association, 2013).
9. Comparison of National Dropout
Rates
Dropout Rate
All
Students
White
Students
AI/AN
Students
Age
Group
or
Grade
Individuals Who
Count as Dropouts...
Data Source
Event Dropout
Rate (2009-10)
3%
(N=514,238)
2%
(N=191,943)
7%
(N=12,044)
9-12th
grade
Dropped out of public
school in a given school
year and didn't receive
a diploma
Stillwell & Sable,
2013
National Status
Dropout Rate
(CPS) (Oct 2009)
8%
(N=3,030,000
)
5%
(N=1,188,000)
13%
(N=34,000)
16-24
years
Aren't in high school and
don't have a diploma or
alternative credential
National Status
Dropout Rate
(ACS) (Oct 2009)
8%
(N=3,167,400
)
6%
(N=1,261,000)
15%
(N=46,800)
16-24
years
Aren't in high school and
don't have a diploma or
alternative credential
Chapman, Laird,
Ifill, &
KewalRamani,
2011
Aud, Hussar,
Kena, Bianco, et
al., 2011
Note: CCD = based on data from the Common Core of Data, CPS = based on data from the Current Population Survey,
ACS = based on data from the American Community Survey
National Indian Education Association. (2014). Statistics on native students. Retrieved from website: http://www.niea.org/Research/Statistics.aspx
11. Literature
Research shows
providing quality
education for Native
children and
communities remains a
huge challenge as both
Tribal and public
school officials struggle
for new ways to keep
Native students in
school.
12. Proposed Solutions
Facilitate the implementation of
evidence-based strategies through
intervention-based design models that:
•Promote the hiring of Native
instructors.
•Promote a positive school environment
and pro-social behavior.
•Increase student engagement by
promoting culture retention strategy.
•Promote academic success by
encouraging non-Native teachers and
faculty on applicable Native culture
•Increase family and community support
13. Solutions (cont.)
Benchmark existing
alternative schools that
have had success.
Suggestion: Spotted
Eagle Alternative High
School in Milwaukee,
Wisconsin, which
provides quality nonpunitive alternative
education for American
Indian students in an
urban environment.
14. Conclusion
• Assimilation of Native
children into the
dominant culture has
failed.
• Close the cultural gap.
• Induce positive
experience.
• Change mainstream
paradigms.
15. Resources
•
•
•
•
•
•
Battin-Pearson, S., Newcomb, M. D., Abbott, R. D., Hill, K. G., Catalano, R. F., & Hawkins, J.
D. (2000). Predictors of early high school dropout: A test of five theories. Journal of
Educational Psychology, 92(3), 568-582. doi: 1O.1037//0O22-O663.92.3.568
Dianda, M. R. National Education Association. (2008). Preventing future high school dropout:
An advocacy and action guide for nea state and local affiliates. Retrieved from website:
http://www.nea.org/assets/docs/HE/dropoutguide1108.pdf
Guillory, R. M., & Wolverton, M. (2008). It's About Family: Native American Student
Persistence in Higher Education. Journal Of Higher Education, 79(1), 58-87. Retrieved from
http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a2h&AN=28396332&scope=site
Jeffries, R. B., Hollowell, M., & Powell, T. (2004). Urban American Indian students in a
nonpunitive alternative high school. American Secondary Education, 63-78. Retrieved from
http://search.proquest.com/docview/195187247?accountid=14872
Lee, J. R. (2000, March 13). School not for them, many indian youths feel an academic star is
unhappy that his ho-chunk peers resent his success; the dropout rate for native american
students is higher than for any other ethnic group. Wisconsin State Journal. Retrieved from
http://search.proquest.com/docview/390912812?accountid=14872
Maxwell , L. A. (2013, Dec 04). Education in indian country: Running in place. Education Week,
Retrieved from http://www.edweek.org/ew/projects/2013/native-americaneducation/running-in-place.html
16. Resources
•
•
•
•
•
•
•
National Indian Education Association (NIEA). (2013, January 24). Leading education
advocate’s statement about latest high school graduation rate data: Another sign that native
education is in crisis. Retrieved from http://www.niea.org/news/?id=149
National Indian Education Association. (2014). Statistics on native students. Retrieved from
website: http://www.niea.org/Research/Statistics.aspx
McCarty, T. L. (2009). The impact of high‐stakes accountability policies on native american
learners: evidence from research. Teaching Education , 20(1), 7–29. doi:
10.1080/10476210802681600
Powers, K. M. (2006). An exploratory study of cultural identity and culture-based educational
programs for urban american indian students. Urban Education, 41(1), 20-49. doi:
10.1177/0143034312446892
Sunderman, G. L. (2005). Measuring academic proficiency under the no child left behind act:
Implications for educational equity. Educational Researcher, 34(8), 3-13. Retrieved from
http://search.proquest.com/docview/216902412?accountid=14872
U. S. Department of Education, Office of Indian Education. (2012). State tribal education
partnership (step). Retrieved from website: http://www2.ed.gov/programs/step/index.html
U. S. Department of Education, Office of the Press Secretary. (2011). White house initiative
on american indian and alaska native education (Executive Order 13592). Retrieved from
website: http://www.ed.gov/edblogs/whiaiane/executive-order-13592-improving-americanindian-and-alaska-native-educational-opportunities-and-strengthening-tribal-colleges-anduniversities/executive-order-13592/
Editor's Notes
As the title slide states – research was done to assess factors related to Native American dropout rates in public or urban secondary school.
This presentation will begin with the introduction of the problem and explore primary issues affecting Native American student academic success in America’s public secondary institutions.
A review of literature will examine existing data for trends in dropout research including exploring risk factors and conditions that increase the likelihood of Native students dropping out of high school.
This paper will also propose actionable steps primary stakeholders (i.e. policy makers, public school officials, Native educators, tribal leaders, parents, and researchers) can take to improve the retention rates of American Indian students in this country’s secondary education institutions.
The presentation will end with a brief summary and discussion of new paradigm’s ahead in Native American Education.
A review of literature will examine existing data for trends in dropout research including exploring risk factors and conditions that increase the likelihood of Native students dropping out of high school.
This paper will also propose actionable steps primary stakeholders (i.e. policy makers, public school officials, Native educators, tribal leaders, parents, and researchers) can take to improve the retention rates of American Indian students in this country’s secondary education institutions.
The presentation will end with a brief summary and discussion of new paradigm’s ahead in Native American Education.
This paper will also propose actionable steps primary stakeholders (i.e. policy makers, public school officials, Native educators, tribal leaders, parents, and researchers) can take to improve the retention rates of American Indian students in this country’s secondary education institutions.
The presentation will end with a brief summary and discussion of new paradigm’s ahead in Native American Education.
Despite the enactment of the Indian Education and Self-Determination Act of 1974, No Child Left behind (NCLB), and White House Initiatives on American Indian and Alaska Native Education , there is a dropout epidemic in America’s Indian country.
Studies from the National Center for Education Statistics (NCES) state American Indian (Native) education are in a severe crisis; Native children are being left behind (as cited in National Indian Education Association, 2013).
As other groups experienced near record levels of graduation rates, the graduation rates for Native students are declining.
The secondary or high school dropout rate for Native Americans (i.e. American Indians, Natives) is the highest among any group in the United States (Akee &Yazzie-Mintz, 2011; National Indian Education Association, 2013).
Fourteen states reported High School graduation rates for Native students below 60 percent (National Indian Education Association, 2013). Nationally, it is estimated that 30% of Native students annually leave secondary school and in many school districts Native dropout rates are epidemic in proportion (Lee, 2000).
Recent studies show Native students have an abnormal dropout rate compared to white and other groups. The percent of Native students who are not attending high school and have not received a diploma or equivalent is close to double the rate of other groups combined.
The primary purpose of this research proposal is to supply information that will allow primary stakeholders to make informed decisions on designing, and providing, quality educational programs to improve the retention rates of Native secondary students.
The study will explore risk factors and conditions to answer why Native students are dropping out of public secondary institutions.
In addition, it will look at possible steps primary stakeholders can take to improve retention rates of American Indian secondary students.
A high-level synthesis of researched literature reveals consistent themes in relation to Native American dropout. The lack of Native American educators, trained non-Native teachers, and other professionals within the mainstream educational system has a high correlation to Native dropout. It appears many urban public schools lack resources to implement a curriculum which includes Native history, language, and cultural values; factors associated with dropout of Native students.
It should be noted the dropout situation is not entirely the result of the education system or instructors; tribal officials, family members and the students themselves need to make adaptions when attending mainstream public schools. Alternative, non-punitive, school models have had positive results in improving Native retention along with the retention rates of other high risk ethnic groups in an urban environment.
In relation to design models, intervention-based models that enhance Native students’ sense of belonging have been shown to increase Native retention rates (Battin-Pearson et al., 2000).
Intervention or prevention plans should be implemented at pre-school age and continue through K-12. Prevention programs beginning early in a child’s life has a positive effect on high school graduation rates (Deanda, 2008).
Hiring more Native faculty to act as role models and to provide support is recommended to improve retention rates.
Native students had higher success rates when teachers promoted an environment of trust, motivation, and inspiration.
Native students that were able to retain their culture found success in a primarily urban, white, school environment.
Thus encouraging non-Native teachers and faculty on Native culture is recommended. This will need to be specific to at least regional culture.
Family plays an important role in student success, no matter the ethnicity of the student. Parents need to take an active role in the student’s life to provide emotional support. In addition, Tribal officials, along with community leaders, can provide financial support when needed, if this is found to be a barrier to retention.
Alternative school models have been found to have a higher retention rate than traditional, mainstream institutions. These are schools that place importance on intervention strategies in a non-punitive environment. Class sizes are generally small enough for individual teacher-student relationships to develop.
Powers (2006) has found Native students do well academically when in a safe environment among caring instructors. In short, the biggest contributing factor to education success was personnel supportiveness and the school’s climate of trust (Powers, 2006).
One model to benchmark would be Spotted Eagle Alternative High School in Milwaukee, Wisconsin, which quality non-punitive alternative education for American Indian students in an urban environment. The school has garnered support from educators and other officials and continually has a high Native graduation rate.
Research has shown that attempts to assimilate Native students into the dominant culture have failed.
It is time for change and intervention; ignoring the cultural background of Native students will continue to promote dropout.
Closing the cultural gap and inducing positive experiences among Native secondary students will increase academic success and improve dropout among Native students.
And lastly, school leaders need to be change agents, cognizant of traditional and mainstream environments, and are actively working to infuse transformational paradigms.