Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01

Young, Beth

doi:10.1037/e492172006-010

Cited by 5 publications

(7 citation statements)

References 5 publications

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“…This district is number 22 on the list of the largest 100 public elementary and secondary school districts in the United States (Young, 2002). Within the district, there are 113,017 students; approximately 36% of the students are eligible for free and reduced-price lunches (Young, 2002).…”

Section: Methodsmentioning

confidence: 99%

Large-Scale Research Study on Technology in K–12 Schools

Barron

Kemker

Harmes

et al. 2003

Journal of Research on Technology in Education

106

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Section: Methodsmentioning

confidence: 99%

Large-Scale Research Study on Technology in K–12 Schools

Barron

Kemker

Harmes

et al. 2003

Journal of Research on Technology in Education

106

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“…3 If the premise of the accountability system, its hierarchical controls, and the linking of measurable results to concrete rewards and sanctions were sound, then Brazos City should have been expected to lead the state in improved student achievement. Instead, year after year, national studies of urban districts showed Brazos City to be losing at least half its students before graduation (Balfanz & Legters, 2001Haney, 2000;Orfield, et al, 2004;Young, 1999Young, , 2002. More disturbingly, the disaggregation of test scores by racial subgroup did not seem to be leading to increased levels of graduation for these students.…”

Section: High-stakes Accountabilitymentioning

confidence: 99%

Avoidable losses: High-stakes accountability and the dropout crisis.

McNeil

Coppola

Radigan

et al. 2008

EPAA

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In the state of Texas, whose standardized, high-stakes test-based accountability system became the model for the nation's most comprehensive federal education policy, more than 135,000 youth are lost from the state's high schools every year. Dropout rates are highest for African American and Latino youth, more than 60% for the students we followed. Findings from this study, which included analysis of the accountability policy in operation in high-poverty high schools in a major urban district, analysis of student-level data for more than 271,000 students in that district 1 The authors gratefully acknowledge the contribution of Linda Darling-Hammond of Stanford University, who was the Principal Investigator on the part of the study funded by the Rockefeller Foundation. We also thank the Rice University Center for Education and Dr. Maconda Brown O'Connor for their support of this research. The authors are indebted to Laurie Hammons for her expert editing and analytical advice. The paper is stronger for the suggestions of Sherman Dorn, EPAA Editor, and the anonymous reviewers. The findings and analyses are those of the authors. Vol. 16 No. 3 2 over a seven-year period under this policy, and extensive ethnographic analysis of life in schools under the policy, show that the state's high-stakes accountability system has a direct impact on the severity of the dropout problem. The study carries great significance for national education policy because its findings show that disaggregation of student scores by race does not lead to greater equity, but in fact puts our most vulnerable youth, the poor, the English language learners, and African American and Latino children, at risk of being pushed out of their schools so the school ratings can show "measurable improvement." High-stakes, test-based accountability leads not to equitable educational possibilities for youth, but to avoidable losses of these students from our schools. Keywords: high-stakes testing; dropouts; accountability; Latino youth; African American youth. Education Policy Analysis ArchivesPerdidas evitables: Acontabilidad escolar con exámenes de alto riesgo y la crisis del abandono escolar Resumen En el estado de Texas, cuyo sistema de acontabilidad escolar se basa en la utilización de exámenes de alto riesgo y que se convirtió en el modelo a seguir para la política educativa más exhaustiva del país, cada año más de 135,000 jóvenes se pierden al dejar de estudiar en las escuelas secundarias estatales. Las tasas de abandono escolares más altas se dan entre los estudiantes afroamericanos y latinos, que configuran más del 60% de los jóvenes investigados en este trabajo. Este estudio, incluyó el análisis del sistema de acontabilidad utilizado en un distrito escolar de gran magnitud, en sus áreas de alta pobreza, análisis de datos de más que 260,000 estudiantes durante un periodo de siete años, y análisis etnográficos extensos de la vida en las escuelas permitió obtener resultados que muestran una relación causal directa entre la severidad creciente...

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“…Juvonen, Nishina, and Graham (2001) found that middle-school students who were bullied by classmates experienced greater depression, social anxiety, and loneliness, which in turn predicted lower grades and higher absenteeism. Their findings are of special concern in light of research showing that 14% of sixth graders are bullied at school (Young, 2002) and nearly a quarter (22%) of middleschool students have been threatened with a beating (Gottfredson et al, 2000). Roeser, Eccles, and Sameroff (1998) found as well that seventh graders who reported greater symptoms of emotional distress were more likely to have lower grades at the end of eighth grade.…”

mentioning

confidence: 99%