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Full-Text Articles in Education
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
No Shortcuts On The Journey To Learning For Students Or Teachers, Alison Coviello, Susan Stires
Occasional Paper Series
Despite the generally held view that children in low-performing, under-served schools have "deficits" teachers in such schools often have very different experiences. Students can succeed in all areas of schooling and beyond. But for this to happen, teacher education institutions need to provide teacher candidates with background information and knowledge about instruction, so they can see and support the strengths of students in high-needs schools.
Closing The Gap Or Reaching The Ceiling: An Exploratory Trend Analysis Of The Black White Achievement Gap In Texas, Jemimah Lea Young, Jamaal R. Young
Closing The Gap Or Reaching The Ceiling: An Exploratory Trend Analysis Of The Black White Achievement Gap In Texas, Jemimah Lea Young, Jamaal R. Young
Journal of Multicultural Affairs
The academic achievement gap is an intriguing issue in educational research across the nation, as well as one of the most serious problems facing the United States. Texas has shown tremendous success in narrowing the difference between the percentage of White students and students of color that pass the TAAS and TAKS over two consecutive decades. This study investigated identified evidence a “ceiling effect” may mediate the results of two decades of assessments in the state of Texas. The results suggest that the growth patterns for African American students pass rates were consistently larger than White student growth trajectories, but …
The Relationship Of A Systemic Student Support Intervention To Academic Achievement In Urban Catholic Schools, Katherine A. Shields, Mary E. Walsh, Terrence J. Lee-St. John
The Relationship Of A Systemic Student Support Intervention To Academic Achievement In Urban Catholic Schools, Katherine A. Shields, Mary E. Walsh, Terrence J. Lee-St. John
Journal of Catholic Education
Much of the achievement gap between rich and poor students can be attributed to out-of-school factors, yet few schools have a comprehensive, coordinated system for addressing students’ nonacademic needs. Within a group of Catholic schools located in one city, this study examines academic achievement on the Stanford Achievement Test battery in mathematics, reading, and language among 2nd through 8th grade students participating in such an intervention, and compares the results with those of similar nonparticipating students in nearby cities. Using hierarchical longitudinal growth modeling and adjusting for demographic characteristics, this study found that students in intervention schools outperformed …