Creating High-Performing Middle Schools in Segregated Settings: 50 Years after Brown

Achievement in predominantly low SES/Hispanic dual language schools

“…By demonstrating that the positive results that have been found in general for dual language programs also occur in segregated settings of predominantly Hispanic and low SES students, this study affirms the versatility of the program for this increasingly common educational context. However, we agree with Davis and Thompson (2004) that such segregated settings require carefully developed programs that meet the needs of the students, and we agree with Howard et al (2007) that dual language programs have to be carefully developed in order to promote positive outcomes for ELL and EP students. In fact, Howard et al (2007) provide a set of guiding principles for developing high-quality dual language programs, with the principles oriented around program structure, curriculum, instruction, staff quality, and professional development, family and community, support and resources, and assessment and accountability.…”

“…For example, Armor (1996) argued, in a comparison of NAEP data for African American eighth-grade students in segregated vs. desegregated schools, that gains for students in predominantly Black schools were comparable to gains in predominantly White schools. More recently, Davis and Thompson (2004) have shown that segregated middle schools that reflect the recommendations of Turning Points 2000 (Jackson and Davis 2000) can produce positive educational outcomes for middle-school students. Lindholm-Leary (2001) found that the achievement of Hispanic ELL and EP students in schools with greater ethnic density and lower socio-economic status (SES) was comparable to that of their peers in lower ethnic density schools when achievement was measured in English, but achievement measured in Spanish and bilingual proficiency was higher in schools with more ethnic density.…”

Talking about Race: Overcoming Fear in the Process of Change

“…One strategy to address racial achievement gaps that is firmly rooted in research is the need to create a school-wide culture of high expectations for all students (Corbett 2002;Davis 2004;Landsman 2004). Student attitudes are naturally affected by teacher attitudes.…”

“…One strategy to address racial achievement gaps that is firmly rooted in research is the need to create a school-wide culture of high expectations for all students (Corbett et al, 2002;Davis and Thompson, 2004;Landsman, 2004 (Corbett et al, 2002;Rosenthal, 1987). Robert Rosenthal, in a 1987 article discussing his original 1966 "Pygmalion experiment" and others in the same vein, asserts that:…”

“…Teachers can do very little to change the racial make-up of their school, but research shows that they can learn to provide their students with both important academic skills and positive messages about who they are as capable learners (Aronson et al, 1998;Davis & Thompson, 2004) The administrative role. Research in the area of racial achievement gaps does not spend as much time on the role of school administration as on teachers and students, even though leadership is clearly understood to be an important factor in schools where tests scores have risen dramatically (Ferguson, 2007).…”