African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment

Lewis, Chance W.; Hancock, Stephen D.; James, Marlon; Larke, Patricia J.

doi:10.2202/2161-2412.1033

Cited by 6 publications

(3 citation statements)

References 8 publications

(11 reference statements)

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“…Accordingly, race/ethnicity and gender are important factors that relate to student learning in mathematics. Although current research has documented a slight narrowing in overall race/ethnicity and gender gaps in mathematics (Lewis, Hancock, James, & Larke, 2008;National Indian Education Study 2007;Tomsho, 2009;U.S. Department of Education, 2008) inequalities still exists today (Lewis et al, 2008;Thernstrom & Thernstrom, 2004).…”

Section: Introductionmentioning

confidence: 99%

Eighth Grade Mathematics Achievement Gaps across Race, Ethnicity, and Gender

Pinar

2011

Multicultural Learning and Teaching

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This study examined differences in mathematics performance of female and male students by race/ethnicity at national levels drawing from a sample of 8 th grade public school students obtained from the National Assessment of Educational Progress 8 th Grade Mathematics Assessment for [2003][2004][2005][2006][2007]. Results of this study will demonstrate how 8 th grade mathematics performance is distributed across race/ethnicity and gender factors and will help explain disparities in 8 th grade mathematics achievement by race/ethnicity and gender. With the passing of No Child Left Behind, increasing pressures are felt at all levels to close achievement gaps in mathematics. Implications of these findings are important for improving mathematics achievement outcomes for all students.

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Section: Introductionmentioning

confidence: 99%

Eighth Grade Mathematics Achievement Gaps across Race, Ethnicity, and Gender

Pinar

2011

Multicultural Learning and Teaching

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“…Since the implementation of No Child Left Behind (NCLB), students of color have been identified as low achieving when compared to their white counterparts (Howard, 2006;Howard, 2010;Lewis, Hancock, James, Larke, 2008;Nieto, 2004). Research on CRRI has shown increased achievement with diverse student populations (Howard, 2008).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…The current status of African American students in the American public school educational system has been and continues to be a priority in educational research (Lewis, Hancock, James, and Larke, 2008;Darling-Hammond, 2005;Noguera, 2008;Ladson-Billings, 1995). From the perspectives of , African American students have been -shortchanged by elementary and secondary schools in the United States‖ (p. 10).…”

Section: Introductionmentioning

confidence: 99%

The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students: A Case Study

Ibrahim-Balogun¹

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African American students are underperforming in public education. Unfortunately, a lack of literacy achievement is at the forefront of this issue. Within the area of literacy, writing scores of African American children are plummeting across the nation on standardized assessments. The present study was designed to inform classroom practices about writing and writing instruction within the context of culturally responsive and relevant instruction in a diverse classroom. Through a culturally responsive and relevant instruction (CRRI) lens, this research explored the experiences of four sixth-grade classroom teachers and 147 African American and Mexican American students within a large urban California school district. Utilizing a qualitative mixed-methods design, the research was divided into mini-cases to provide a descriptive account and draw conclusions about writing instruction. The two mini-cases consisted of two CRRI trained classroom teachers and their students, and two non-CRRI classroom teachers and their students. To triangulate the results, students' writing samples were scored on standardized rubrics to compare CRRI and non-CRRI students, which provided a complete comparative picture of students' writing experience. Data gathered from teachers revealed two emerging themes: instructional practices and desired outcomes. From the instructional practices theme, three primary attributes arose, namely 1) planning and preparation, 2) instructional delivery and 3) student support. In all, CRRI teachers believed writing to be a tool of empowerment, while non-CRRI teachers viewed writing as a tool for communication. Further, CRRI teachers viewed writing as a multi-dimensional tool for expression, maintaining identity, and empowerment. Consistent with CRRI teachers, CRRI students viewed writing as a tool for personal expression and a healing experience. Non-CRRI students felt writing was used to voice feelings and creativity. Pupil responses revealed four categories: writing perceptions, challenges, successes and the use of technology. This research provided insights into the missing voice of teachers and students in curriculum, which is a useful construct in understanding the perspectives of teachers and students about writing and writing instruction. Future research is needed that focuses on the perspective of Mexican American students and the influence of CRRI in their learning. Implications for teachers included the need for teacher education programs to explore a comprehensive cultural approach to educating teachers with writing instruction, while attending to the impact of writing instruction on gender. Further, this study implies the need for a multidimensional approach to writing that can equip teachers to educate 21st century learners.

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White Fathers and Their Black–White Biracial Sons

Durrant

Gillum

2017

Marriage & Family Review

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African American Students and No Child Left Behind Legislation: Progression or Digression in Educational Attainment

Cited by 6 publications

References 8 publications

Eighth Grade Mathematics Achievement Gaps across Race, Ethnicity, and Gender

Eighth Grade Mathematics Achievement Gaps across Race, Ethnicity, and Gender

The Journey to Understand the Influence of Culturally Relevant and Responsive Instruction in Writing with African American Students: A Case Study

White Fathers and Their Black–White Biracial Sons

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