Bibliography: African Americans (page 1200 of 1351)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Black Lives & Me website.  Some of the authors featured on this page include Marty E. Zusman, Sibby Anderson-Thompkins, David Knox, National Center for Education Statistics, Michelle Haj-Broussard, Ji Zhou, Patricia Z. Smith, Yaacov Petscher, Carol McDonald Connor, and Jacqueline M. Gillie.

Olson Beal, Heather K.; Haj-Broussard, Michelle; Boudreaux, Nicole (2012). Foreign Language Immersion Programs and School Policy: Conflicting Agendas, Research in the Schools. In this position article, we explore what happens when school district policies regarding desegregation, accountability, and foreign language immersion education collide. Specifically, we contrast 2 immersion programs that experienced distinct outcomes as a result of the conflicting agendas underlying these 3 policies. One program, originally created to satisfy court-ordered desegregation objectives, grew and continues to thrive, whereas the other program was damaged and eventually destroyed due to conflicts that emerged from the collision of the diverse objectives of these educational policies and programs. We highlight significant implications for practice that emerge from our analysis of conflicting policy agendas.   [More]  Descriptors: Immersion Programs, Second Language Learning, Second Language Instruction, Educational Policy

National Center for Education Statistics (2012). The Nation's Report Card: Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2013-452. The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of the nation's evaluation of the condition and progress of education. This report presents results for student performance on the systematic measure of vocabulary included in the 2009 and 2011 NAEP reading assessments. While previous NAEP assessments had included some vocabulary questions, the new framework for the 2009 assessment provided criteria for developing vocabulary questions as well as prescribing the number of questions to be included in each comprehension section of the assessment. This systematic assessment of vocabulary allows for NAEP to more fully assess the impact of vocabulary knowledge on students' comprehension and makes it possible to report on students' vocabulary performance. Vocabulary results from the 2009 reading assessment are based on nationally representative samples of 116,600 fourth-graders, 103,400 eighth-graders, and 44,500 twelfth-graders. Results from the 2011 assessment are based on samples of 213,100 students at grade 4 and 168,200 students at grade 8. The reading assessment was not administered at grade 12 in 2011. NAEP vocabulary results are available for 2009 and 2011 at grades 4 and 8. As grade 12 was not assessed in 2011, results for twelfth-grade students are available for 2009 only. The overall average vocabulary scores for fourth- and eighth-grade students in 2011 were not significantly different from 2009, but there were some changes in the scores for students performing at selected percentiles on the vocabulary scale. At grade 4, scores were lower in 2011 than in 2009 for higher-performing students at the 75th and 90th percentiles. At grade 8, lower-performing students at the 10th percentile scored higher in 2011 than in 2009. Eighth-graders at the 75th and 90th percentiles scored lower in 2011 than in 2009.   [More]  Descriptors: National Competency Tests, Reading Tests, Vocabulary, Reading Comprehension

Osler, James Edward; Waden, Carl (2012). Using Innovative Technical Solutions as an Intervention for at Risk Students: A Meta-Cognitive Statistical Analysis to Determine the Impact of Ninth Grade Freshman Academies, Centers, and Center Models upon Minority Student Retention and Achievement, Journal on School Educational Technology. This paper provides an active discourse on the use of innovative solutions to conduct an in-depth investigation on the success and viability of 9th Grade Freshman Academies, Centers, and Center Models to aid in the retention of at risk students. These types of academic programs provide an active solution for the retention and projected completion of High School by minority students. The research methodology used in this study is Meta-Cognitive Analysis. This novel approach to data analysis is a mixed methods research design that involves the holistic combination and in-depth comparison of qualitative and quantitative data.   [More]  Descriptors: Grade 9, High School Freshmen, At Risk Students, Academic Persistence

Talbert, Patricia Y. (2012). Strategies to Increase Enrollment, Retention, and Graduation Rates, Journal of Developmental Education. Student retention in postsecondary institutions continues to be a vexing problem, as graduation rates have continued to decline over the last decade. To be a competitive force in the global economy, it is crucial to keep students in school. This research uses a conceptual data model to introduce academic leaders' (N = 104) perspectives to increase enrollment, retention, and graduation rates in higher education. The study is composed of two different facets. First, a review was conducted on a subsegment of the Minnesota Measures data regarding student enrollment and performance in two- and four-year degree programs in higher education in the state of Minnesota. Second, strategic methods are introduced from academic leaders involved in planning and developing programs to increase enrollment, retention, and graduation rates; findings provide special attention to reaching out to the minority population, first-generation students, and new attendees.   [More]  Descriptors: Graduation Rate, School Holding Power, Academic Persistence, Enrollment Management

Maryland State Department of Education (2012). Maryland Public School Suspensions by School and Major Offense Category In-School and Out-of-School Suspensions and Expulsions 2010-2011. Revised. This report contains revised data on the number of incidents in each Maryland local school system and school during the 2010-11 school year. The data have been disaggregated by gender and race. The incident counts for students with disabilities are also reported. Student incident data are available for reporting by Out-of-School Suspensions and Expulsions, In-School Suspensions, and Combined In-School and Out-of-School Suspensions and Expulsions. Each offense has been categorized into eight major categories. The following list shows which offenses are included in each major category. Offense definitions are described in the Maryland Student Records System Manual, 2011. The eight offense categories are: (1) Attendance; (2) Arson/Fire/Explosives; (3) Dangerous Substances; (4) Sex Offenses; (5) Weapons; (6) Disrespect/Insubordination/Disruption; (7) Attack/Threats/Fighting; and (8) Other.   [More]  Descriptors: Public Schools, Suspension, Expulsion, Attendance

Duncan, Worokya (2012). The Effects of Africentric United States History Curriculum on Black Student Achievement, Contemporary Issues in Education Research. Relationships between United States History curriculum design, self-efficacy, and test achievement of eighth-grade students and parents in the KIPP:STAR College Preparatory Charter School were examined in this study. An online questionnaire developed for the study, the Parental Questionnaire for United States History Curriculum, was pilot tested, revised, and used to collect data. Collected data were analyzed using the SPSS (v.19) software. Descriptive statistics and frequencies regarding curricular design, test achievement, and self-efficacy were examined. Results revealed a need for an Africentric United States history curriculum, which by definition is more inclusive and comprehensive than the normative Eurocentric curriculum. The mixed-method study indicated that relationships exist between curricular design and test achievement and between curricular design and self-efficacy.   [More]  Descriptors: United States History, African American History, History Instruction, Curriculum Design

Gayles, Jonathan (2012). Race, Late Bloomers and First-Year GPA: Predicting beyond the Freshman Year, Educational Research Quarterly. First-year grade point average (FYGPA) is an oft-referenced outcome criterion for assessments of the predictive validity of a variety of admissions mechanisms. Unfortunately, few studies examine the relationship between FYGPA and long-term outcomes such as graduating grade point average and six-year graduation. Influenced by Wilson's (1980) late-bloomer hypothesis, this paper examines the relationship between FYGPA and graduating grade point average, honors graduation and six-year graduation. Further, the possibility of a racial differential in this relationship is examined. Using simple linear regression and logistic regression in addition to Zar's (1999) formula for comparing slopes, FYGPA is determined to bear a strong relationship with each of the dependent variables across race.   [More]  Descriptors: Grade Point Average, Race, Racial Differences, Predictive Validity

Sawtell, Ellen A.; Gillie, Jacqueline M.; Smith, Patricia Z. (2012). AP Report to the Nation: A Closer Look at the Nation and Florida, College Board. In February 2012, the College Board published The 8th Annual AP Report to the Nation. This session provides a deeper dive into key information for the United States with an emphasis on Florida, and participants hear how one school in Florida utilizes AP PotentialâÑ¢ to help build their AP Program. Participants also learn about AP participation and performance in the STEM field. Analyses by race/ethnicity is provided. Participants also gain a clear understanding of common questions centered around the growing Hispanic/Latino population in AP. The goal of this session is to provide participants with the knowledge of how the AP population has changed over the last 10 years. At the end of this session, administrators, counselors and other school personnel are better able to help identify students not currently being served by AP and understand how the available data can assist in building their AP program.   [More]  Descriptors: Advanced Placement Programs, STEM Education, Student Participation, Racial Differences

Dotson-Blake, Kylie P.; Knox, David; Zusman, Marty E. (2012). Exploring Social Sexual Scripts Related to Oral Sex: A Profile of College Student Perceptions, Professional Counselor. Despite growing attention to the subject, a dearth of information exists regarding college students' perceptions and process of meaning-making related to the act of oral sex. Such perspectives and allied social sexual scripts can have considerable consequences on the sexuality and sexual health of older teens and college-aged populations. The present research serves to elucidate such perspectives and presents a profile of college students' degree of agreeing that oral sex is not sex. Over half (62.1%) of a sample of college students (N = 781) at a large southeastern university agreed that oral sex is not sex. Response rates across demographic groups are presented and factors that influence such perspectives are examined. Sexual script theory serves as the theoretical framework. Implications and limitations are explored.   [More]  Descriptors: Student Attitudes, Health Behavior, Sexuality, Scripts

Knapp, Laura G.; Kelly-Reid, Janice E.; Ginder, Scott A. (2012). Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008: First Look (Provisional Data). NCES 2012-174rev, National Center for Education Statistics. The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS spring 2012 data collection, which included four survey components: Enrollment at postsecondary institutions during fall 2011; Finance, for the 2011 fiscal year; and graduation rates of selected cohorts within 150 and 200 percent of normal program completion time. Data for all components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at This "First Look" provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the spring 2012 collection are displayed in this "First Look"; however, all data from the spring 2012 collection are publicly available through the IPEDS Data Center, found at Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms.   [More]  Descriptors: Enrollment, Undergraduate Students, Graduate Students, Postsecondary Education

Dowdy, Joanne Kilgour; Reedus, Narcel G.; Anderson-Thompkins, Sibby; Heim, Patricia Lee (2003). The Making of Griots: One Black Filmmaker's Journey with Six Teenagers, High School Journal. The Media Project was created to facilitate the journey of "inner city" high school students as they learned to make their first short films. Their leader chose to enlist the support of a professional cinematographer, production manager, editor, and director, to see that the final short films are of a high quality. The six teenagers experienced the project as members of an extensive social network that consisted of Nick, the video production company that sponsored the project, the community members who provided acting talent, the professionals from the film and video community, and Grant State University that provided services for the young filmmakers. Through these people and the circles of support that they represent, the students achieved success as young filmmakers who are valued and celebrated by their elders, peers and family members. The experience of the six Black filmmaking students, in the context of an African-based family system that is created and managed by a Black male filmmaker, has many important features to be noted and studied more deeply for the potential it promises as a model of instruction for other media projects involving youth.   [More]  Descriptors: Adolescents, Urban Areas, Films, High School Students

National Center for Education Statistics (2012). The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465. This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. The average eighth-grade science score increased from 150 in 2009 to 152 in 2011. The percentages of students performing at or above the "Basic" and "Proficient" levels were higher in 2011 than in 2009. There was no significant change from 2009 to 2011 in the percentage of students at the "Advanced" level. Score gaps between White and Black students and between White and Hispanic students narrowed from 2009 to 2011. In comparison to 2009, average science scores in 2011 were 1 point higher for White students, 3 points higher for Black students, and 5 points higher for Hispanic students. There were no significant changes from 2009 to 2011 in the scores for Asian/Pacific Islander or American Indian/Alaska Native students. Average scores for both male and female students were higher in 2011 than in 2009. Male students scored 5 points higher on average than female students in 2011, which was not significantly different from the 4-point gap in 2009. The average science score for public school students was higher in 2011 than in 2009, while there was no significant change in the score for private school students. Private school students scored 12 points higher on average than public school students in 2011, which was not significantly different from the 15-point score gap in 2009.   [More]  Descriptors: National Competency Tests, Science Tests, Grade 8, Scores

Wright, Vivian H.; Burnham, Joy J. (2012). Cyberbullying Prevention: The Development of Virtual Scenarios for Counselors in Middle Schools, Professional Counselor. This study sought to develop meaningful and engaging virtual cyberbullying scenarios in digital environments that reflect the educational needs of today's adolescents. In order to inform and script these scenarios, a threestage study was implemented with middle schools. This paper describes how data collected in each stage informed the cyberbullying scenarios' development. The authors share implications for educational use in middle school counseling.   [More]  Descriptors: Bullying, Prevention, Computer Mediated Communication, School Counselors

Petscher, Yaacov; Connor, Carol McDonald; Al Otaiba, Stephanie (2012). Psychometric Analysis of the Diagnostic Evaluation of Language Variation Assessment, Assessment for Effective Intervention. This study investigated the psychometrics of the "Diagnostic Evaluation of Language Variation-Screening Test" (DELV-S) test using confirmatory factor analysis, item response theory, and differential item functioning (DIF). Responses from 1,764 students in kindergarten through second grade were used in the study, with results indicating that the DELV-S is multidimensional and measures syntactic skills and nonword repetition ability. Item response theory suggested that most items were easy and that the measured skills were most reliable for students who had low language abilities. Standardized effect sizes for DIF suggested small differences existed on syntactic skills between white and minority students. Scores were vertically scaled to produce reference tables to assess performance at specific points in time, as well as growth over time.   [More]  Descriptors: Diagnostic Tests, Screening Tests, Language Variation, Psychometrics

Zhou, Ji (2012). Pride and Prejudice: Racial Contacts Mediating the Change of In-Group and Out-Group Racial Perceptions, Online Submission. Using the National Longitudinal Survey of Freshmen dataset, this study examined how students' within- and between-group racial contacts mediated the change of in-group and out-group racial perceptions across White, Black, Latino, and Asian students. This study was grounded in intergroup contact theory and employed multi-trait multi-method structural equation modeling (MTMM SEM). Important findings include: 1) students' in-group pride and out-group prejudice decreased during college; 2) Latinos had the most interracial contacts, making Latinos' perceptions of others and others' perceptions of Latinos the least resistant to change; 3) White students had the least interracial contacts, making White students' perceptions of racial minorities and racial minorities' perceptions of Whites the most resistant to change; 4) interracial contact mediated the change of racial perceptions asymmetrically between the two groups involved, depending on group social and academic status; and 5) Black students experienced the change of racial perceptions via racial contacts in significantly different ways than the other three groups. Implications emphasize facilitating and examining interracial contacts not only between White and minority students, but across all four racial groups. Suggestions are also provided for future longitudinal studies to adapt the MTMM SEM design to examine race relations across racial groups. Appended to the presentation is: Model Fitting Results.   [More]  Descriptors: College Freshmen, Student Attitudes, Racial Attitudes, Racial Bias

Share on FacebookShare on Google+Tweet about this on TwitterPin on PinterestEmail this to someone

Leave a Reply

Your email address will not be published. Required fields are marked *