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《Peabody Journal of Education》2013,88(3):57-80
This article provides an updated review of recent empirical research on the potential impact of private school vouchers. It addresses 3 questions: (a) do students that use vouchers to attend a private school obtain better outcomes than would be obtained in a public school? (b) Do vouchers encourage student sorting and how does sorting affect student outcomes? (c) Does the offer of vouchers promote competition, improving outcomes of students who remain in public schools? Conclusions are that African American students who are offered vouchers experience small achievement gains. The results are highly sensitive to analytical assumptions and are not evident for other racial or ethnic groups. The evidence further indicates that large-scale voucher plans encourage sorting that could lower the achievement of public school students. There is no compelling evidence that such losses are outweighed by competitive gains in public schools. The conclusions on sorting and competition are most applicable to unrestricted choice plans in which flat-rate vouchers are offered to a large number of students with few eligibility restrictions. Some emerging evidence indicates that alternate approaches to policy design could yield more promising results. 相似文献
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Some private, religious schools that accept vouchers have been accused of discriminating against certain populations of students through their admissions processes. Discriminating against disfavored groups (e.g., racial minorities, LGBT students, students with disabilities, religious minorities) in voucher programs raises both legal and policy concerns that have not been extensively examined in recent research. Employing legal research methods, this article examines state voucher statutes and discusses the potential for voucher programs to discriminate against marginalized groups. We argue that each state has an obligation to ensure that any benefit it creates must be available to all students on a nondiscriminatory basis—including the benefit of a publicly funded voucher for attendance at a private school. As this review of existing voucher statutes will demonstrate, legislators appear to have neglected to construct policies that safeguard student access and ensure that public funds do not support discriminatory practices. Without additional safeguards, states risk providing public money that can be used to promote discriminatory policies and practices. 相似文献
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Sherrie L. Proctor Afshan Nasir Tossea Wilson Kathrynne Li Paola Castrillon 《Psychology in the schools》2018,55(5):506-522
This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion. 相似文献
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Previous research addressing the dynamics of stigma and academics has focused on African American adolescents and adults. The present study examined stigma awareness, academic anxiety, and intrinsic motivation among 451 young (ages 6-11) and diverse (African American, Chinese, Dominican, Russian, and European American) students. Results indicated that ethnic-minority children reported higher stigma awareness than European American children. For all children, stigma awareness was associated with higher academic anxiety and lower intrinsic motivation. Despite these associations, ethnic-minority children reported higher levels of intrinsic motivation than their European American peers. A significant portion of the higher intrinsic motivation among Dominican students was associated with their higher levels of school belonging, suggesting that supportive school environments may be important sources of intrinsic motivation among some ethnic-minority children. 相似文献
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Careful examination of the discipline gap reveals growing disproportionality in the use of exclusionary discipline measures with female students of color, particularly African American females. Most often, adolescent girls of color are disciplined for subjectively defined behaviors, or behaviors considered inappropriate by educators. This study seeks to understand how seven middle school girls of color explain and justify their compliant and noncompliant behaviors and how their interactions with educators shape their beliefs about such behaviors. Using the theory of intersectionality, we examine how these girls both experience oppression and resist it within various domains of power. Findings show that a hostile school environment characterized by a lack of academic and social support, challenges to justice and fairness, presumptions of guilt, miscommunications and misunderstandings, and peer conflict alienates these young females of color from the learning process. Additionally, findings suggest participants strive to be heard and respected at school, using it as a site of resistance and reflecting their individual empowerment and self-advocacy. 相似文献
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Christopher Lubienski 《Equity & Excellence in Education》2013,46(4):331-341
Using geographic representations to examine choice policies and patterns in a major urban area, this analysis considers how districts in a metropolitan area are responding to competitive incentives in arranging options for African American students. The findings demonstrate that the distribution of districts' school choice policies exclude poorer students of color from the more preferred school options. The decision of districts to open or close their boundaries to non-residents is tied to both the physical proximity of districts to poorer communities, and to their relative status within the local market hierarchy. Thus, rather than seeing districts compete to attract students (and per-pupil funding) from failing schools, we are instead witnessing a process of districts targeting more preferred students—effectively ignoring the potentially lucrative pool of dissatisfied families (and per-pupil funding) in failing districts. This suggests that districts are responding to a set of incentives quite different from the ones envisioned by reformers, so that although choice is opening up school options, better choices are less available for poor students and students of color. 相似文献
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Anne H. Hastings 《Peabody Journal of Education》2013,88(1):82-98
This article examines the responses of school principals from an urban school district to Michigan's zero-tolerance policy. We specifically seek to understand how school leaders interpret and implement the policy and how their administrative discussions subsequently affect the educational experience of children in urban schools. Given that a disproportionately high number of African American and Latino students are negatively affected by this policy, how do school leaders in predominantly African American districts implement it? The findings in this study reveal that the disparate interpretation of the zero-tolerance policy among school leaders and its implementation negatively affects the educational experience of urban students. 相似文献
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Dr. Pauline Lipman 《The Urban Review》1996,28(1):41-62
This article addresses the role of exemplary teachers of students of color in educational reform. Using an ethnographic study
of two urban junior high schools in the beginning stages of restructuring, I describe threeculturally relevant teachers who create empowering educational experiences for low-achieving African American students. Despite their exemplary
practice and their enthusiasm for educational change, thewisdom of practice of these teachers was largely discounted in the restructuring process. They were marginalized by ideological and political
contexts which suppressed racial issues and advocacy for African American students and which supported a deficit model of
low-achieving African American students. Restructuring fostered little examination of policies, practices, and beliefs which
tended to marginalize African American students. This research suggests that professional dialogue and collaboration are mediated
by teachers' ideologies and by relations of power in schools and communities. If exemplary teachers of children of color are
to influence educational change, reformers need to legitimize their knowledge and sponsor their leadership. Also, reforms
that benefit marginalized children of color may require the mobilization and participation of parents and communities of color
as well as their teacher-advocates.
Even though I'm not doing the Mentoring and Counseling Program any more, I can't reject them. They know I care about them.
They know when you're not pretending. You don't turn off realness. Paulette
I find them where they are. I say, “You've told stories. When you say, ‘The way I see it,’ that's point of view.” I just do
it like that. When kids believe you think they can learn, they will. Samuel
We have to challenge these students. When we don't give them an opportunity, we're taking something away from them. Helen 相似文献
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Kacey DiGiacinto 《Quest (Human Kinetics)》2013,65(2):181-190
Increasing the involvement of African Americans in the field of kinesiology has been an ever present issue. While many colleges and universities are making attempts to diversify their undergraduate students, graduate students, and faculty, many are finding this a difficult task due to the lack of minority undergraduate kinesiology majors pursuing advanced degrees. There is a body of evidence that suggests that kinesiology programs should find ways to recruit African American students to undergraduate and graduate programs as a basis for diversifying the field. The three related problems discussed in this article are: (a) how to attract quality African American physical education teacher education students to the field of kinesiology; (b) how to identify African American students with the potential to thrive in graduate level coursework; and (c) how to recruit exceptional African American students to participate in professional organizations, such as the National Association for Kinesiology in Higher Education (NAKHE). Ultimately, I provide suggestions for recruiting African Americans to the field of kinesiology and ideas for involving them professionally in NAKHE. 相似文献
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Christina N. Baker 《The Urban Review》2013,45(5):632-650
This study focuses on how personal support from the college environment influences the academic performance of African American and Latino college students attending selective colleges. Under-represented students at selective colleges continue to face challenges to their academic success, and support from the college environment is a key factor in the academic success of many of these students. The results indicate that it is important to distinguish between different forms of personal support and the race and gender of students receiving support. However, I find that the influence of faculty, specifically support from faculty of color, is important for the success of African American and Latino students at selective colleges. 相似文献
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美国经济学家米尔顿.弗里德曼首次提出了教育券理论。其后詹克斯对教育券理论进行了完善,他主张教育券应帮助低收入家庭学生克服困难、完成学业。而1990年的"密尔沃基家长择校计划"则是美国民众将教育券理论运用到教育实际的率先实践。美国教育券理论研究的成果和实践经验,可为我国义务教育的均衡发展提供借鉴。深入挖掘教育券理论的价值,探讨我国流动儿童进入城市公立学校、享有平等义务教育权的可行性,以及用教育券资助西部地区、贫困农村寄宿制中小学学生生活费的操作策略,对促进我国义务教育的均衡发展具有重大的现实意义。 相似文献
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Terry K. Flennaugh Tyrone C. Howard Mei-Ling Malone Jonli Tunstall Neshemah Keetin Tanya Chirapuntu 《Equity & Excellence in Education》2017,50(2):209-221
African American students continue to attend college at much lower rates than their white, Asian, and Latino counterparts. Although researchers have examined this issue from a multitude of vantage points, the voices of students—particularly students of color—have been limited in this research. Using a counter-storytelling narrative approach, this study examines what urban African American high school students identify as the critical factors affecting their educational trajectory and college-going prospects. Findings from the current study reveal that students identified inadequate resources, tracking, lack of AP courses, and poor teachers as factors that influenced their high school to college transition. This study provides much needed insight into the discourse on school reform from the most important constituent in schools—the students. 相似文献
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Ronald P. Colarusso Marie C. Keel Harry L. Dangel 《Learning disabilities research & practice》2001,16(1):1-7
The purpose of this study was to determine if the application of a regression equation to a standard score formula or the use of two different low‐achievement cut‐off criteria would equalize the proportion of white to African‐American students made eligible for learning disabilities and to determine the possible effects of other aspects of the eligibility process. The authors reviewed 6,036 LD eligibility reports from 137 school systems that represent 88% of the Georgia student population. The results indicate that the regression equation and the two low‐achievement cut‐off criteria significantly increase the number of both white and African‐American students who would be eligible for LD when compared to the standard score formula only. However, none of these alternative criteria was successful in equalizing the proportion of white to African‐American students. The authors examine the issues of disproportionate referral of students, the use of IQ‐achievement discrepancy criteria, and the question of how students with low IQs will be served. 相似文献
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Educational vouchers have been proposed as a way to give parents more choice in their child's education. The economic and social consequences that vouchers will have for education is discussed. From a historical perspective, vouchers have never been fully implemented. Educational vouchers have the potential to drain public education of valuable resources. Educators have suggested that vouchers will not increase choice among parents or improve the quality of education in general. It is likely that vouchers will lead to larger inequalities between children of the middle and poor classes. Alternative approaches are provided that will give parents more choices within the public school system. 相似文献
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《Chinese Education & Society》2013,46(3):28-36
In our No. 3 issue this year, we introduced the experience in the development of revolutionary education at Suiyuan Commune in Yingkow County. Now we introduce to our readers the experience of a primary school run by the people established by the Sung-shu Production Brigade of the Chien-yi Commune of the county. Here is a comparison: it shows how a "regular" primary school supported by the state was controlled by the bourgeoisie, and how a primary school run by the poor and the lower-middle peasants of a production brigade on the basis of Chairman Mao's instructions has been warmly welcomed by the poor and lower-middle peasants. This school discarded all the old rules and traditions in order to thoroughly serve the poor and lower-middle peasants. Now there is no age limit for admission; youngsters may start school in any season; they may come late and leave early. Students whose parents have too much to do and have no way to take care of the smaller children, may bring their brothers and sisters to the school. In addition, this school has established four teaching centers for the eight production teams. Teachers of this school do manual labor to support their school, and in the last four years the school has not charged the students one cent of tuition. The poor and lower-middle peasants say: "With such a school and such teachers, our younger generation will not change its color." 相似文献
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Emery Petchauer 《The New Educator》2016,12(2):171-190
This article reports findings from a 3-year qualitative study exploring the experiences of African American preservice teachers as they prepared for the Praxis “basic skills” teacher-licensure exam, a gatekeeper to many teacher-education programs. Using the construct of self-efficacy, results illustrate how students assess their Praxis capabilities from (a) previous mastery or failure experiences with other standardized tests and classes from college to elementary school and (b) vicarious experiences from African American students, friends, and family members. The article provides recommendations to prepare students for preprofessional examinations such as Praxis that often limit the numbers of African American teachers eligible for certification. 相似文献
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Fixing Special Education 总被引：1，自引：0，他引：1
Jay P. Greene 《Peabody Journal of Education》2013,88(4):703-723
The current system of educating disabled students provides financial incentives to schools to overidentify students as disabled and underserve those that are identified. The incentive to overidentify is caused by providing schools with additional funds as more students are placed in special education categories that are ambiguous to diagnose and require relatively low additional expenditures to address. The incentive to underserve is caused by high information and transaction costs imposed on parents using the legal process to obtain desired services. An efficient alternative to the current system is to offer disabled students vouchers worth the cost of their education in public schools with which they can attend a private school if they wish. This article considers empirical analyses of the relationship between financial incentives and overidentification as well as the potential benefits of vouchers for special education. It concludes that vouchers for special education are a promising idea for improving the quality of education for disabled students while constraining growth in special education enrollments. 相似文献
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Terah Venzant Chambers Kristin S. Huggins Leslie A. Locke Rhonda M. Fowler 《Educational Studies A Journal of the American Educational Studies Association》2014,50(5):464-497
Despite numerous reform efforts, schools have not achieved equitable academic outcomes for all students. To better identify where schools have failed, research has sought to understand the complex role the school environment plays in mediating academic success, particularly for students of color. In this article, we forward the concept of racial opportunity cost and then use it as a lens to encapsulate the price academically successful students of color pay in their pursuit of school success. Through individual and focus group interviews, 18 African American and Latina/o students revealed nuances of the costs their academic achievement brought in the racialized, White-normed spaces that often permeated their school cultures. The purpose of this article is to provide theoretical support for the racial opportunity cost concept using existing interdisciplinary scholarship and to describe the racial opportunity costs that emerged from our analysis of student interviews. 相似文献