Bibliography: African Americans (page 1219 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 Jui Shrestha, Shannon Stagman, Joseph L. DeVitis, John Paul Quackenbush, Danielle Powers, Mark Baldassare, Dean Bonner, Kerry G. Hofer, Susan Wile Schwarz, and Julie Sarama.

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Arizona's Students. Arizona is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Arizona in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Alaska's Students. Alaska is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Alaska in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Quackenbush, John Paul (2011). No Child Left Behind Act and the Closing of the Achievement Gap in Suffolk County Public Schools, ProQuest LLC. In this investigation, 55 of the 72 Suffolk County public schools were analyzed using archival data gleaned from the New York State Education Department's BEDS report for the years 2000 to 2005. Three primary research questions were used to determine if the No Child Left Behind Act of 2001 had an impact on four ethnic groups, wealth of different districts, and the size of the school district. The four ethnic groups are white, black, Hispanic and Asian students. The fifty-five school districts were divided into six different areas of wealth based on the Combined Wealth Ratio as published by New York State. The school districts were placed into one of six groups based upon the student population in the district schools.   The data were placed into more than fifty tables, which validate relationships between the three variables and the success of the fourth grade students on the English Language Arts (ELA) assessment. The data disclose NCLB has produced positive influence on the different school districts in the study. A second revelation recognizes a new model, "The Gains Model" for determining if the school districts have improved when compared to pre and post-NCLB data. The investigation suggests the Annual Manageable Objective (AMO) used to identify Annual Yearly Progress (AYP) by New York State, to identify if each school district is making progress at becoming proficient, is not as reliable as the "Gains Model" developed as a result of the investigation. The gains model is more useful as an indicator of the success or lack of success of the different school districts and gives a better indication of what the different schools have accomplished.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Achievement Gap, Schools of Education, Public Schools, Investigations

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of California's Students. California is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by California in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Arkansas' Students. Arkansas is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Arkansas in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Stagman, Shannon; Schwarz, Susan Wile; Powers, Danielle (2011). Adolescent Substance Use in the U.S.: Facts for Policymakers. Fact Sheet, National Center for Children in Poverty. Adolescence is an important period of physical, social, psychological, and cognitive growth. No longer children and not yet adults, adolescents make significant choices about their health and develop attitudes and health behaviors that continue into adulthood. Substance use disorders among adolescents can impede the attainment of important developmental milestones, including the development of autonomy, the formation of intimate interpersonal relationships, and general integration into adult society. Similarly, the use of alcohol and illicit substances by youth often leads to adverse health outcomes. This paper presents: (1) facts about adolescent substance use; (2) factors that make monitoring and decreasing adolescent substance use especially difficult; and (3) recommendations for preventing adolescent substance use.   [More]  Descriptors: Substance Abuse, Health Behavior, Adolescents, Adolescent Development

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Delaware's Students. Delaware is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Delaware in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Connecticut's Students. Connecticut is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Connecticut in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

DeVitis, Joseph L., Ed.; Yu, Tianlong, Ed. (2011). Character and Moral Education: A Reader, Peter Lang New York. Against a formidable national discourse that emphasizes academic standardization, accountability, and high-stakes testing in educational policy, "Character and Moral Education: A Reader" seeks to re-introduce and revive the moral mission of education in public conversation and practices in America's schools. With contributions from a prominent array of scholars and practitioners, the book critically analyzes moral education, broadly defined as both an academic field that attempts to develop moral human beings, and as a principled discourse aimed at creating ethical educational policies and practices. With theoretical rigor and practical wisdom, this volume offers diverse and cutting-edge scholarship on character and moral education in 21st-century schools. This timely and important book will appeal to all those concerned with both the ethical well-being of today's students, and the school's responsibility to prepare individuals to lead moral lives in the future. This book contains: (1) Introduction (Joseph L. DeVitis and Tianlong Yu); (2) Moral Education in the Schools (William J. Bennett and Edwin J. Delattre); (3) The Great Tradition in Education: Transmitting Moral Values (Edward A. Wynne); (4) Character Education: Seven Crucial Issues (Thomas Lickona); (5) Eleven Principles of Effective Character Education (Thomas Lickona, Eric Schaps, and Catherine Lewis); (6) Character and Academics: What Good Schools Do (Jacques S. Benninga, Marvin W. Berkowitz, Phyllis Kuehn, and Karen Smith); (7) The Politics of Character Education (David E. Purpel); (8) The "Moral Poverty" of Character Education (Joseph L. DeVitis and Tianlong Yu); (9) Legislating Character: Moral Education in North Carolina's Public Schools (Aaron Cooley); (10) Character Education in Contemporary America: McMorals? (Suzanne S. Hudd); (11) Would You Like Values with That? Chick-fil-A and Character Education (Deron Boyles); (12) Does Character Education "Really" Support Citizenship Education? Examining the Claims of an Ontario Policy (Sue Winton); (13) Michael H. Romanowski Through the Eyes of Students: High School Students' Perspectives on Character Education (Michael H. Romanowski); (14) How Not to Teach Values: A Critical Look at Character Education (Alfie Kohn); (15) Character Education from the Left Field (Dwight Boyd); (16) Morality, Virtue, and Democratic Life (John F. Covaleskie); (17) Liberal Education and Moral Education (Daniel R. DeNicola); (18) Democracy in a Cosmopolitan Age: Moral Education for the Global Citizen (Scott Fletcher and Peter J. Nelsen); (19) Neo-Deweyan Moral Education (Douglas J. Simpson); (20) Critical Pedagogy and Moral Education (Ronald David Glass); (21) Feminist Theory and Moral Education (Barbara J. Thayer-Bacon); (22) A Warrior for Justice: Jonathan Kozol's Moral Vision of America's Schools and Society (Richard Ognibene); (23) Framing Adolescents, Their School, and Cultures: Contested Worldviews (Linda Irwin-DeVitis); (24) Fear of Uncertainty, Control, and the Criminalizing of Youth (Lynda Stone); (25) Navigating Inequities: A Morally Rooted Pedagogy of Intentional Mentoring With Black Children and Other Youth of Color (Janie Victoria Ward); (26) Cultural and Subjective Operations of Ignorance and Resistance in Sexuality-Related Curricula (Jennifer Logue); (27) Feelings of Worth and the Moral Made Visible (Barbara Stengel); (28) Teaching Themes of Care (Nel Noddings); (29) Surveying the Soil: Building a Culture of Connectedness in School (Marcia Peck); (30) "Doubt" and the Framing of Virtue Through Film (Susan Verducci and Michael Katz); (31) On the Relationship of Peace Education to Moral Education (Cris Toffolo and Ian Harris); (32) Earth's Role in Ethical Discourse and Functional Scientific Literacy (Michael P. Mueller, Dana L. Zeidler, and Lynda L. Jenkins); (33) Understanding Unbelief as Part of Religious Education (Nel Noddings); and (34) Moral Education for the 21st Century: A Buddhist View (Daniel Vokey).   [More]  Descriptors: Foreign Countries, Ethical Instruction, African American Children, Feminism

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Colorado's Students. Colorado is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Colorado in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of the District of Columbia's Students. The District of Columbia is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by the District of Columbia in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

Clements, Douglas H.; Sarama, Julie; Farran, Dale; Lipsey, Mark; Hofer, Kerry G.; Bilbrey, Carol (2011). An Examination of the Building Blocks Math Curriculum: Results of a Longitudinal Scale-Up Study, Society for Research on Educational Effectiveness. Studies show that the mathematics test-score gap is evident at every level of schooling and can be linked to students' earlier performance. For example, a mathematics performance gap was found in children as young as three years of age (Case & Griffin, 1990; Jordan, Huttenlocher, & Levine, 1992). Addressing the mathematics performance gap early on, before children start school, has therefore become a priority for preschool programs serving children from low-income backgrounds (Clements, 2004). The authors created a research-based model to meet this challenge in the area of mathematics, with the intent that the model generalize to other subject matter areas and other age groups. The specific goal of their implementation of the TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) model was to increase math achievement in young children, especially those at risk, by means of a high-quality field-centered implementation of the Building Blocks math curriculum, with all aspects of the curriculum–mathematical content, pedagogy, teacher's guide, technology, and assessments–based on a common core of learning trajectories. The primary research question of interest is as follows: Do children who are exposed to the Building Blocks mathematics curriculum in preschool perform better on measures of mathematics skills through the end of first grade than do children who were not exposed to that curriculum? This scale-up intervention took place in preschool classrooms in three urban school districts: the Buffalo Public School system in Buffalo, New York, the Boston Public School system in Boston, Massachusetts, and a combination of the Metropolitan Nashville Public School system and the Metropolitan Action Council Head Start system in Nashville, Tennessee. Research has suggested that early curricular effects may fade over time, resulting in very little, if any, discernable difference in elementary school between students who had been exposed to a given curriculum prior to formal schooling and students who were not exposed to such a program, as those without early curriculum exposure "catch up" to their peers (Barnett et al., 1995). In the Preschool Curriculum Evaluation Research (PCER) project, across all 14 curricula, kindergarten effects were nonexistent, prompting a decision not to collect any further longitudinal data. Similarly, with the scale-up project, the authors saw evidence of curricular effects across outcomes at the end of prekindergarten, but very few differences at the end of kindergarten, and virtually none at the end of first grade. Longitudinal research, including follow through interventions in these grades, is needed to determine if these early gains truly "fade," or if, as the authors posit, the problem is that primary grade curricula and teachers do not build upon them.   [More]  Descriptors: Preschool Curriculum, Mathematics Curriculum, Urban Schools, Curriculum Evaluation

Baldassare, Mark; Bonner, Dean; Petek, Sonja; Shrestha, Jui (2011). Californians & Education. PPIC Statewide Survey, Public Policy Institute of California. The Public Policy Institute of California (PPIC) Statewide Survey series provides policymakers, the media, and the public with objective, advocacy-free information on the perceptions, opinions, and public policy preferences of California residents. Inaugurated in April 1998, this is the 116th PPIC Statewide Survey in a series that has generated a database of responses of more than 246,000 Californians. This survey is conducted with funding from The William and Flora Hewlett Foundation. Its goal is to inform state policymakers, encourage discussion, and raise public awareness about K-12 public education issues; this is the seventh annual PPIC Statewide Survey since 2005 to focus on this topic. California also has a highly diverse student population: more than half are economically disadvantaged (55%), a quarter are English learners (24%), and 11 percent have developmental, physical, emotional, or learning disabilities. Latinos (50%) make up the largest racial/ethnic group of students, followed by whites (27%), Asians (12%), and blacks (7%). This year's survey measures perceptions of the ongoing toll that the economic downturn and the state's budget situation are taking on California's K-12 system, which is the largest portion of the state budget, consuming about 40 percent of general fund spending. Governor Brown has proposed sparing K-12 from cuts in fiscal 2011-12 if voters approve temporary tax and fee increases. But if this tax and fee proposal never makes it to the ballot or if voters reject it, K-12 education will face significant funding reductions. Schools have already been grappling with reduced funding levels. Recent studies of school administrators and principals reflect ongoing teacher and staff layoffs, increased class sizes, a shortened school year, program cuts, and deferred maintenance. This report presents the responses of 2,504 California adult residents on the following topics: (1) General perceptions, including opinions of educational quality in California's K-12 public schools; approval ratings of the governor and legislature overall and on their handling of K-12 education; perceived rankings of California's per pupil spending and student test scores; concerns about students and schools in lower-income areas; perceptions of their local public schools; and opinions of public school parents about their children's schools; (2) Fiscal attitudes and policy preferences, including concerns about the budget situation and some of the specific ways schools are dealing with decreased funding levels; attitudes toward other ideas for cutting spending; preferences for raising state revenues to maintain current K-12 funding; preferences for raising revenues for local public schools; and attitudes toward a special election; and (3) Time trends, national comparisons, and variations in perceptions, attitudes, and preferences across racial/ethnic groups (Asians, blacks, Latinos, and non-Hispanic whites), across five major regions of the state (Central Valley, San Francisco Bay Area, Los Angeles County, Inland Empire, and Orange/San Diego Counties), across socioeconomic and political groups, and among parents of children attending public schools.   [More]  Descriptors: Public Schools, School Maintenance, Elementary Secondary Education, Opinions

Baldassare, Mark; Bonner, Dean; Petek, Sonja; Shrestha, Jui (2011). Californians & Higher Education. PPIC Statewide Survey, Public Policy Institute of California. This survey was conducted with funding from The James Irvine Foundation. Its goal is to inform state policymakers, encourage discussion, and raise public awareness about Californians' opinions on issues affecting the state's public colleges and universities. It is the fifth annual PPIC (Public Policy Institute of California) Statewide Survey on higher education since 2007. This survey presents the responses of 2,503 adult residents throughout California, interviewed in multiple languages by landline or cell phone. It includes findings on: (1) Approval ratings of the governor and legislature overall and on their handling of public colleges and universities; opinions about current conditions in the higher education system; ratings of the three higher education branches; concerns about measures being taken to deal with decreased state funding; priorities for spending on higher education, preferences for raising revenues, and perceptions about the importance of the system to the state's future; (2) Perceptions of higher education affordability, financial aid, student loan debt, preparedness, and access; attitudes about the importance and purpose of college, the importance of diversity, K-12 schools' role in preparing students for college, and the role of community colleges and two-year programs; and parents' educational hopes for their children; and (3) Time trends, national comparisons, and variations in perceptions, attitudes, and references about higher education issues across the five major regions of the state (Central Valley, San Francisco Bay Area, Los Angeles County, Inland Empire, and Orange/San Diego Counties), among Asians, blacks, Latinos, and non-Hispanic whites, among parents, and across socioeconomic and political groups.   [More]  Descriptors: Higher Education, Public Colleges, Elementary Secondary Education, Opinions

Alliance for Excellent Education (2011). Accelerating the College and Career Readiness of Alabama's Students. Alabama is in the process of transitioning to new English language arts and mathematics standards that will better prepare students to be successful in college and their careers. Time, effort, and resources must be dedicated to effective implementation in order to realize the promise of these new common core state standards. This paper captures the progress made by Alabama in adopting both the common core state standards, subsequent work in ensuring those standards are accompanied by college- and career-ready assessments, and the potential benefits of preparing all students for success in college and a career.   [More]  Descriptors: State Standards, Academic Standards, College Preparation, Career Development

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