My Brother's Keeper? The Impact of Targeted Educational Supports

Autor/inn/en	Dee, Thomas S.; Penner, Emily K.
Titel	My Brother's Keeper? The Impact of Targeted Educational Supports
Quelle	In: Journal of Policy Analysis and Management, 40 (2021) 4, S.1171-1196 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-8739
DOI	10.1002/pam.22328
Schlagwörter	Program Evaluation; Program Effectiveness; Males; African American Students; Academic Achievement; Social Emotional Learning; African American History; Culturally Relevant Education; High School Students; California (Oakland) + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Male; Männliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; High school; High schools; Oberschule
Abstract	The My Brother's Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA focuses on regularly scheduled classes exclusively for Black, male students and taught by Black, male teachers who focus on social-emotional training, African-American history, culturally relevant pedagogy, and academic supports. In this study, we present quasi-experimental evidence on the dropout effects of the AAMA by leveraging its staggered scale-up across high schools in the Oakland Unified School District (OUSD). We find that AAMA availability led to a significant reduction in the number of Black males who dropped out as well as smaller reductions among Black females, particularly in ninth grade. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01