Race, poverty, and the student curriculum: Implications for standards policy.

Autor/in	Alexander, Nikola A.
Titel	Race, poverty, and the student curriculum: Implications for standards policy.
Quelle	In: American educational research journal, 39 (2002) 3, S. 675-693Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 28; Tabellen 5
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039003675
Schlagwörter	Empirische Untersuchung; Soziale Herkunft; Armut; Curriculum; Schüler; Schulpolitik; USA; Schulpolitik; Soziale Herkunft; Curriculumreform; Ethnische Gruppe; Minderheit; Sekundarschule; Schüler; Curriculum; Curriculumreform; Fächerwahl; Armut; Sozioökonomische Lage; Standard; Ethnische Gruppe; Minderheit; New York, N.Y.; USA
Abstract	The purpose of this article is to examine the links between the minority and poverty status of public secondary schools and course- taking patterns within those schools. This analysis looks at the 1984 Regents Action Plan in New York State to explore the role of standards-based policies in altering the connections between schooling context and curriculums. The findings show that, on average, schools increased student participation in traditional and advanced courses in the six years immediately following the plan, in comparison with the four years preceding it. It is significant to note that in the ten- year period studied (1980-1990) the links between course-taking patterns and the minority and poverty status of schools persisted in big city school districts but were somewhat weaker for schools in the rest of New York State. However, school size plays an increasingly important role for schools in all locations. The magnitude of the associations between size and course-taking patterns increased in the years after standards-based reform, suggesting that standards are not a cure-all for the ills of high schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)