Cultural Diversity: A Dialogue on Dropout Prevention from a Conference & Task Force Proceedings.

Institution	Providence Dropout Prevention Collaborative, RI.
Titel	Cultural Diversity: A Dialogue on Dropout Prevention from a Conference & Task Force Proceedings.
Quelle	(1994), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cultural Awareness; Cultural Differences; Disadvantaged Youth; Dropout Prevention; Dropout Programs; Dropouts; Equal Education; Ethnic Groups; Graduation; Multicultural Education; Public Schools; Racial Differences; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnie; Abschluss; Graduierung; Multikulturelle Erziehung; Public school; Öffentliche Schule; Rassenunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Today, over 70 percent of the students of the Providence (Rhode Island) public schools are people of color. The dropout rate in Providence has been steadily decreasing over the last decade, but it remains high, ranked 16th among large cities in 1992. Race and ethnicity are relevant factors in scholastic achievement in Providence, and for that reason a conference on dropout prevention among culturally diverse student populations was held. In one session teachers, students, parents, and community members attended a keynote address on diversity and education by Peter J. Negroni, followed by local perspectives on issues of education and diversity. In the second session, participants divided into small groups to discuss barriers to school completion and solutions to difficulties. A task force reviewed notes from these groups and prepared nine recommendations for policies to increase the graduation rate. In the keynote address, Dr. Negroni, Superintendent of Schools in Springfield, Massachusetts, noted the requirements for school transformation, headed by the requirement for equitable funding. Task force recommendations for increased response to the needs of diverse groups are summarized. An appendix provides a glossary and lists of 31 references for further reading and local organizations for further information. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC