Cultural Diversity

This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.

This paper examines the issue of school culture from the context of helping schools adopt and implement positive behavior interventions.

This spotlight discusses the characteristics, enrollment, and degrees conferred at four types of these institutions: historically Black colleges and universities, Hispanic-serving institutions, tribally controlled colleges and universities, and Asian American and Native American Pacific Islander-serving institutions.

This current report takes us through the 2006-07 school year, using the most recent federal data. It shows a continuing surge in minority students, yet another increase in racial segregation of African American and Latino students, the extremely large proportion of American students who are growing up in poverty, and the development of multiracial schools in many parts of the country. This report is about the students in school during the year the Supreme Court heard and decided the voluntary integration (PICS) case in 2007

This book share issues of equity and school transformation, and shows how one indigenous minority teachers' group engaged in a process of transforming schooling in their community. Documented in one small locale far-removed from mainstream America, the personal narratives by Yupík Eskimo teachers. 

This cheat sheet provide the accountability, early reaction and more details on other aspect (an update of past Politics K-12 cheat sheets, including some new information on which programs made it into the agreement and which are on the chopping block) of the Elementary and Secondary Education Act (ESEA). 

The main purpose of this research is to explore whether the proper strategies to deal with cultural diversity in school is being implemented, and to assess how cultural diversity is addressed in our school.

One of the most critical issues facing K-12 education is the impact that poverty has on school performance.  This study first examines school performance using traditional metrics for school poverty levels (percent of student body that qualify for free and reduced lunch: FRL) and school performance (school achievement based on the aggregate test scores of its student body).  The results support prior research documenting the negative relationship between the level of poverty in a school and student achievement (the higher the poverty the lower the achievement).  However, when replacing the student achievement metric with a student growth metric, the relationship is significantly different.

This article presents the results of longitudinal retrospective analyses on suspensions, achievement, and long-term enrollment status of students in a large, urban school district. Findings indicated that suspended students had substantially lower presuspension achievement than did students in the comparison group, gained considerably less academically throughout 3 years with suspensions, and had high drop-out rates.

Status and Trends in the Education of Racial and Ethnic Groups examines the educational progress and challenges of students in the United States by race / ethnicity. This report shows that over time, the number of students of each race / ethnicity who have completed high school and continue their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians / Alaska Natives and students of two or more races in their performance on key indicators of educational performance.

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

What drives people to discriminate? Economists focus on two main reasons: "taste-based" and "statistical" discrimination. Motivated by a growing body of psychological evidence, the authors put forward a third interpretation: implicit discrimination. The authors argue that discrimination may be unintentional and outside of the discriminator's awareness.

Educational policies and leadership practice has evolved to support efforts for inclusive education for students with disabilities. This article focuses on how leaders support and develop inclusive practices for students with disability through engaging institutional norms and inertia; developing inclusive practice as a planned organization-wide reform; making meaning and developing purpose; aligning structures with purpose; supporting a culture of learning as an organizational feature; planning for teacher capacity and professional development; and sustaining commitment to risk, innovation, and learning.

This was a historic meeting among developers of evidence-based programs, leaders of various cultural, racial, and ethnic professional associations, and representatives of family associations. Evidence-based program implementation and cultural competence in human services have had parallel paths with limited intersection and dialogue.

The summary can be found on the "Resources" tab of the Active Implementation website.  

This NCES study explores public schools' demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to "Black student density" in schools) and its relation to the Black-White achievement gap. This study, the first of it's kind, used the 2011 NAEP grade 8 mathematics assessment data. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category or the lowest density category.

The authors tested the effectiveness of 2 alcohol and drug abuse prevention programs among inner-city minority 7th-grade students (N = 639) from 6 New York City public schools.

Although the scholarship on race in education is vast, the authors attempt to review some of the most pressing and persistent issues in this chapter. They also suggest that the future of race scholarship in education needs to be centered not on equality but rather on equity and justice. 

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

The articles in this special issue emerged from papers presented by the authors during a symposium at an annual meeting of the University Council of Educational Administration (UCEA). The authors’ intent then and now is to shed light on the perceptions, preparation, practices, and impact of teacher leaders in schools through presenting reports of research on leadership development conducted in diverse states and for diverse purposes.

This paper predicted that out-group empathy would inhibit inter-group harm and promote inter-group helping, whereas in-group empathy would have the opposite effect. In all samples, in-group and out-group empathy had independent, significant, and opposite effects on inter-group outcomes, controlling for trait empathic concern. 

This paper examines the effects of school characteristics on both the probability of dropping out and the strongest predictor of dropping out-absenteeism.

This paper advances the discussion of the achievements differences between the higher and lower social-class groups were increasing, particularly between children in the highest income group and everyone else issue by analyzing trends in the influence of race/ethnicity, social class, and gender on students’ academic performance in the United States. This paper also explores the ways in which English language ability relates to Hispanics’ and Asian Americans’ academic performance over time (Nores and Barnett 2014). 

In this article, the author argues convincingly for a view of American's cultural diversity as a self-evident reality - one that must be effectively addressed by inservice and preservice teacher education programmes.

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

To answer questions about who goes to college, who persists toward a degree or credential, and what happens to students after they enroll, the National Center for Education Statistics launched three national longitudinal studies to track students movements into and through the postsecondary education system. These three surveys, the National Education Longitudinal Study, the Beginning Postsecondary Student Longitudinal Study, and the Baccalaureate and Beyond Study, provide findings about college access, student characteristics, and academic persistence. 

Using information on teaching spells in North Carolina, the authors examine the potential for using salary differentials to overcome this pattern. They conclude that salary differentials are a far less effective tool for retaining teachers with strong pre‐service qualifications than for retaining other teachers in schools with high proportions of minority students. 

This book synthesizes and assesses existing research on teacher education, as well as
providing a rigorous and even-handed analysis of the weight of the evidence about the
impact of teacher education and pre-service education.

The purpose of this study was to investigate gender and ethnicity disproportionality among students identified as having emotional disturbance (ED) and relationships between identification and sociodemographic factors.

America's capacity to survive as a democracy relies not only on the provision of free public education, although that is a crucial foundation; it rests on the kind of education that arms people with an intelligence capable of free and independent thought. In addition, it rests on an education that helps people to build common ground across diverse experiences and ideas.

This report examines key indicators on the educational progress and challenges students face in the United States by race/ethnicity.  The report also has special sections on public school teachers by race/ethnicity and characteristics of post-secondary institutions serving specific minority racial/ethnic groups. 

The authors developed a multi-faceted prejudice habit-breaking intervention to produce long-term reductions in implicit race bias. The intervention is based on the premise that implicit bias is like a habit that can be broken through a combination of awareness of implicit bias, concern about the effects of that bias, and the application of strategies to reduce bias.

This book discusses findings and recommendations of the Committee on Minority Representation in Special Education of the National Research Council. 

Reports a meta-analysis of research on the bases of teacher expectancies. The following conclusions were drawn: Student attractiveness, conduct, cumulative folder information, race, and social class were related to teacher expectancies. 

The Education Equality Index makes it easy for parents, educators, and policymakers to bring equality into any discussion of school quality at the city or state level. In the first report using Education Equality Index data, they focus on schools with significant concentrations of students from low-income families. The data highlights schools that are working to close or have closed the achievement gap where at least 51 percent of the student population receives a free or reduced price lunch (a common measure of economic disadvantage). This report  highlight up to 10 schools in each city.

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

The purpose of this study was to investigate the relationship between school climate and children's academic and social development in the early elementary school years, controlling for maternal education and family resources, and to determine whether factors underlying school climate influence those outcomes. 

Research suggests student of differing racial groups are unequally impacted by school disciplinary interventions. This study examines whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. 

The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color. 

This paper explain a three-stage process of Pilot Research, Formal Evaluation, and Scaling Up. Finally, we discuss several misconceptions about empirical research and researchers.

The primary focus of this study was to determine the effectiveness of a classwide peer
tutoring program in reading for three learner types: low achievers with and without
disabilities and average achievers. 

This study examined the effectiveness of innovative curriculum-based measurement (CBM) classwide decision-making structures within general education mathematics instruction, with and without recommendations for how to incorporate CBM feedback into instructional planning.

Using data from two academic cohorts, the kindergarten classes of 1998 and 2010, this study examines the relationship between children’s socioeconomic status (SES) and their cognitive and noncognitive skills when starting school.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

A synthesis of cultural materialism and behavior analysis might increase the scientific and technological value of both fields. Conceptual and substantive relations between the two fields show important similarities, particularly with regard to the causal role of the environment in behavioral and cultural evolution.

This two‐level study of child welfare and juvenile justice case management teams addresses construct, measurement, and composition issues that plague multilevel research on organizational culture and climate.

This article assesses these differences using data from 981 Black and White male and female adolescents and latent variable structural equations techniques. 

According to GAO’s survey results, most traditional teacher preparation programs at institutions of higher education nationwide required at least some training for prospective general classroom teachers on instructing students with disabilities and English language learners.

This report is the first chapter of the 2018 Brown Center Report on American Education. This section explore trends in math, reading, and civics performance from the late 1990s through the most recent year in which results are available (2017 in math and reading, 2014 in civics). It show trends in nationwide performance and in test score gaps by race (white-black), ethnicity (white-Hispanic), and family income (based on eligibility for free or reduced-price lunch [FRL]). In doing so, this report examine test score trajectories from the beginning to the end of the No Child Left Behind era (NCLB). The 2017 results, in particular, reflect a boundary in the timeline of education policy, demarcating the end of NCLB and the beginning of the Every Student Succeeds Act (ESSA).

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

In 2017, the percentages of eighth-grade students who performed at or above the Proficient level were higher for several student groups in comparison to 2015. For example, the percentages of Black and Hispanic eighth-grade students who performed at or above the Proficient level on the reading assessment were higher in 2017 compared to 2015. The percentages of students who performed at or above Proficient were also higher for male and female students, students attending public schools, as well as for eighth-graders attending schools in suburban locations. Compared to 2015, there were no significant changes in the percentages of students performing at or above the Basic level for any reported student group.

A meta-analysis on the relationship between the Implicit Association Test (IAT) and corresponding explicit self-report measures was conducted.

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. 

The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data.

The document contains the final report of a project to determine the factors that account for disproportionate representation of minority students in special education programs, especially programs for mentally retarded students; and to identify placement criteria for practices that do not affect minority students disproportionately

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987–88 to 2011–12.

This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades.

This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system.

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered?

A meta-analysis was undertaken to synthesize research results about the effectiveness of mainstream service programs for minority juvenile delinquents relative to White delinquents.

In this study, the authors examined whether students of different racial-ethnic groups vary in attachment and engagement and whether properties of schools (eg, racial-ethnic composition) influence these outcomes over
and above individual characteristics. 

In this article, we respond at length to recent critiques of research on implicit bias, especially studies using the Implicit Association Test (IAT). These studies reveal that students, nurses, doctors, police officers, employment recruiters, and many others exhibit implicit biases with respect to race, ethnicity, nationality, gender, social status, and other distinctions.

This study examined the development of literacy in one elementary school with a large minority, low socioeconomic status population. The reading and writing development of 54 children was followed as they progressed from first through fourth grade

This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students

This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macro analytic perspective

Plaintiffs, representing the class of black children in California who have been or in the future will be wrongly placed and maintained in special classes for the "educable mentally retarded" ("E.M.R.") challenge the placement process for those classes and particularly certain uses of standardized individual intelligence ("I.Q.") tests in California.

In this article, the author claim that judges and jurors unknowingly misremember case facts in racially biased ways.  Drawing upon studies from implicit social cognition, human memory research, and legal decisionmaking, I argue that implicit racial biases affect the way judges and jurors encode, store, and recall relevant case facts. 

Dear Colleagues Letter: Resource Comparability is a letter written by United States Department of Education. This letter was meant to call people attention to disparities that persist in access to educational resources, and to help address those disparities and comply with the legal obligation to provide students with equal access to these resources without regard to race, color, or national origin (This letter addresses legal obligations under Title VI of the Civil Rights Act of 1964, Title VI). This letter builds on the prior work shared by the U.S. Department of Education on this critical topic.

This meta-analysis of behavior management strategies includes single-subject designed studies of 838 students from 22 studies for K-12 classrooms. The study finds the behavior management strategies are highly effective for improving student conduct. Interventions that used an individual or group contingency demonstrated large effects and were the most common behavior management strategies used. The study finds few studies included diverse populations other than African-American students.They also find a need to improve upon the quality of available studies on the classroom management strategies.

This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. This year's report also presents data on variation in earnings by different characteristics such as gender, race/ethnicity, occupation, college major, and sector. 

This study provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Empathy involves cognitive, affective, and behavioral components that teachers believed were manifested in their practice.

The Institute for Education Sciences (IES) National Center for Education Statistics (NCES) just released Trends in High School Dropout and Completion Rates in the United States: 2014.  This annual report provides descriptive data on long-term trends in dropout and completion rates.  It also reviews the characteristics of students in these categories including race/ethnicity, sex, socioeconomic status, disability status, immigration status, and outcomes in the labor force.  Results show improvement in overall outcomes, but continued and significant disparity among children of different races.  The 2014 ACS status dropout rate was lower for 16- to 24-year-olds who were Asian (2.5 percent), White (4.4 percent), and of two or more races (5.0 percent) than for those who were Black (7.9 percent), Pacific Islander (10.6 percent), Hispanic (10.7 percent), and American Indian/ Alaska Native (11.5 percent).   There was also significant disparity between individual states, ranging from 2.7 percent status dropout rates in Vermont to 10.6 percent in Louisiana.  High School graduation rates showed the same pattern of overall improvement but continued disparity by student race and individual states.

This study investigated communicative strategies for helping female students cope with ‘‘stereotype threat’’. The results demonstrate that priming a positive achieved identity (e.g., private college student) can subdue stereotype threat associated with an ascribed identity (e.g., female).

The nation’s English-learner population has surged: 3 Things to know

Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. The Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. This report shows that over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement over the past few decades, but that gaps still persist.

This report examines the educational progress and challenges students face in the United States by race/ethnicity. This report shows that, over time, students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance.

This REL Northwest guide is designed to help educators use data to reduce disproportionate rates of suspension and expulsion based on race or ethnicity. It provides examples of selecting and analyzing data to determine whether racial disproportionality exists in a school or district’s discipline practices. 

The Good Behavior Game: A classroom-behavior intervention effective across cultures

This report examines: (1) patterns in disciplinary actions among public K-12 schools; (2) challenges selected school districts have with student behavior and how they approach school discipline; and (3) actions the Departments of Education and Justice have taken to identify and address disparities or discrimination in school discipline.

This paper enters debate about how U.S. schools might address long-standing disparities in educational and economic opportunities while improving the educational outcomes for all students. with a vision and an argument for realizing that vision, based on lessons learned from 60 years of education research and reform efforts. The central points covered draw on a much more extensive treatment of these issues published in 2015. The aim is to spark fruitful discussion among educators, policymakers, and researchers.

Trends Shaping Education Spotlights is a series of briefs bringing together global mega trends, academic research and concrete policy examples to support strategic thinking in education. Using a multidisciplinary lens and a visual and concise format, this is a series directed at a broad audience, including policy makers, principals and teachers, researchers and parents and students.

The purpose of this chapter was to trace the place of “social justice” in the field's discourse since the early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field's journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication. 

This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.

This article reports a meta-analysis of studies examining the predictive validity of the Implicit Association Test (IAT) and explicit measures of bias for a wide range of criterion measures of discrimination.

In 2017, the percentages of fourth-grade students who performed at or above Basic and at or above Proficient in reading were not significantly different for most student groups compared to 2015. In comparison to 2015, the percentages of students who performed at or above the Basic level were lower for students eligible and not eligible for the National School Lunch Program, and for students attending schools in the south region.

This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

With an unprecedented data set, Stanford researchers review more than 200 million test scores to spotlight communities with the nation’s worst academic achievement gaps. The research also revealed that nearly all U.S. school districts with substantial minority populations have large achievement gaps between their white and black and white and Hispanic students.

The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that the strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly through residential and school segregation patterns.

Underlying this research is the belief that the cultural fit between students and teachers has the potential to improve a child’s academic and nonacademic performance in school. 

In this paper, we analyze racial differences in the math section of the general SAT test, using publicly available College Board population data for all of the nearly 1.7 million college-bound seniors in 2015 who took the SAT. The evidence for a stubborn race gap on this test does meanwhile provide a snapshot into the extraordinary magnitude of racial inequality in contemporary American society. Standardized tests are often seen as mechanisms for meritocracy, ensuring fairness in terms of access. But test scores reflect accumulated advantages and disadvantages in each day of life up the one on which the test is taken. Race gaps on the SAT hold up a mirror to racial inequities in society as a whole. Equalizing educational opportunities and human capital acquisition earlier is the only way to ensure fairer outcomes.

This article show the evidence for a race gap on the SAT math score and some big issues at stake including: the value of the SAT itself; the case for broader policies to take into account socioeconomic background in college admissions; the obsession with four-year college degrees; and the danger of college as a “bottleneck” in the American opportunity structure. 

Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. 

This descriptive summary is one of the first reviews to examine the number of days of “lost instruction” resulting from student suspensions. The study examines the total number of days lost nationwide, disparities among different student subgroups, and differences across individual states. The impact of loss of instruction due to suspensions has a lifelong impact on students, including: lower graduation rates (Rumberger and Losen, 2017), increased involvement in the juvenile justice system (Mowicki, 2018), and arrests as adults Rosenbaum (2018).

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This table allows you to compare a student’s SAT® scores with the performance of other 2012 college-bound seniors who took the test some time in high school. Please keep in mind that relationships between test scores and other factors are complex and interdependent. Other factors do not directly affect test performance; rather, they are associated with educational experiences both on tests and in schoolwork.

This 3-year study examined the dynamics of school culture in 3 elementary schools that
have beaten the odds in improving low-income and minority student achievement.

This article considers culture within the context of School-wide Positive Behavior Support. The paper provides an overview of culture and working definitions to assist educators to more effectively implement evidence-based practices.

New research has found essentially no positive correlation between how would-be principals perform on a widely used licensure exam and their success as school leaders.

What we don't know about learning could fill a book—and it might be a schoolbook. In a
masterly commentary on the possibilities of education, the eminent psychologist Jerome
Bruner reveals how education can usher children into their culture, though it often fails to do
so.

This article provide charts, graphs, maps, and visualizations of all feature data that Education Week released in 2017 and convey some big takeaways about U.S. schools, students, and teachers in 2017.

Research shows that diversity in schools, including racial diversity among teachers, can provide significant benefits to students. While students of color are expected to make up 56 percent of the student population by 2024, the elementary and secondary educator workforce is still overwhelmingly white.

The authors surveyed the U.S. public about test score gaps between students of different races and classes. They found much greater concern about wealth-based gaps than race-based gaps. A large portion of the American public remains generally unconcerned about test score gaps between white and minority children, and many Americans attribute the gaps that exist exclusively to minority parents and children rather than to broader social or historical causes.  In reality, we may need much broader changes in public attitudes toward educational inequities before we should expect policymakers to feel much pressure from the public to close today’s test score gaps.

This study investigated preservice teachers' perceived barriers for implementing multicultural curriculum with preservice teachers as they began their teacher education program.

This research looked at test score gaps for a range of populations: between boys and girls; between black, white, and Hispanic children; between the children and the mother’s education; between children in poor and nonpoor families; and the gaps between high-poverty and low-poverty schools. They wanted to know whether gaps grow faster during summer or the school year. They were unable to answer this question as the results were inconclusive. Although, von Hippel and Hamrock did find the total gap in performance from kindergarten to eighth grade, is substantially smaller than the gap that exists at the time children enter school. The conclusion is that gaps happen mostly in the first five years of life. study suggests students who are behind peers at the time they enter kindergarten should receive early remedial instruction as the most efficacious way to improve overall performance.

This study examined the social attitudes related to race, gender, age, and ability among senior level health education students at a mid-sized university in the southeast by means of a personally experienced critical incident involving a cross-cultural incident. 

This article discuss how policymakers continued to search way through several approach to improve academic outcomes and life chances for low-income students.

A meta-analysis of the data from empirical investigations of diversity in work groups was used to examine the impact of two types of diversity attributes, highly job-related and less-related, on work group cohesion and performance. 

This paper looks at the disproportionality of consequences for disciplinary infractions between these groups of students. 

This journal discuss about inequality as a persistent problem in school. An educational system that sorts for differentiated pathways must be replaced with one that develops the talents of all. Psychology has a critical role to play in promoting a new understanding of malleable human capabilities and optimal conditions for their nurturance in schooling. 

The Annenberg Institute for School Reform is a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.

The organization promotes well-informed decision making by preparing, maintaining and disseminating systematic reviews in education, crime and justice, social welfare and international development.

The Council’s mission is to promote the cause of urban schools and to advocate for inner-city students through legislation, research and media relations.

The Southern Regional Education Board works with states to improve public education at every level helping policymakers' make informed decisions by providing independent, accurate data and recommendations.