Snapshots of Reform: District Efforts to Raise Student Achievement across Diverse Communities in California. Working Paper 06-2

Autor/inn/en	Woody, Elisabeth L.; Bae, Soung; Park, Sandra; Russell, Jennifer
Institution	Policy Analysis for California Education (PACE)
Titel	Snapshots of Reform: District Efforts to Raise Student Achievement across Diverse Communities in California. Working Paper 06-2
Quelle	(2006), (43 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Achievement Gap; African American Students; Hispanic American Students; White Students; Asian American Students; Racial Differences; Student Improvement; School Districts; Educational Change; Change Strategies; Economically Disadvantaged; Student Diversity; Equal Education; Racial Attitudes; Data; Decision Making; Elementary Schools; High Schools; Student Evaluation; Data Collection; Information Dissemination; Information Utilization; Professional Development; Inservice Teacher Education; Coaching (Performance); Administrative Organization; Exit Examinations; California + Suchen Sie Ihr Suchwort? Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Rassenunterschied; School district; Schulbezirk; Bildungsreform; Lösungsstrategie; Rassenfrage; Daten; Decision-making; Entscheidungsfindung; Elementary school; Grundschule; Volksschule; High school; Oberschule; Schulnote; Studentische Bewertung; Data capture; Datensammlung; Informationsverbreitung; Informationsnutzung; Lehrerfortbildung; Final examination; Abschlussprüfung; Kalifornien
Abstract	Achievement gaps have real consequences for students, particularly those facing the challenge of passing the California High School Exit Exam (CAHSEE), now a requirement in order to receive a high school diploma in California. The combined 2005 CAHSEE passing rates reveal significant discrepancies between White and Asian students and their African American and Latino peers. Passing rates for the Math exam were 80% and 86% for White and Asian students respectively, and 44% and 51% for African American and Latino students respectively. Results from the English Language Arts exam show similar inequities, with 83% and 75% of White and Asian students passing and only 54% and 53% of African American and Latino students passing. In response to these disturbing trends, the authors find that some school districts in California are showing success in closing achievement gaps. This report spotlights the efforts of three districts to address inequities in achievement, and provides information about a variety of strategies that districts have found to be effective in raising achievement for diverse populations of students. The authors present a range of approaches in an effort to remind policymakers and educators that no one strategy is likely to be effective for all districts, and that much can be learned from an investigation of a combination of approaches. (Contains 11 figures.) (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: pace@berkeley.edu; Web site: http://pace.berkeley.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10