Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience--Promoting Strategies. Publication Series #95-9.

Autor/inn/en	Wang, Margaret C.; Kovach, John A.
Institution	Temple Univ., Philadelphia, PA. National Education Center on Education in the Inner Cities.
Titel	Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience--Promoting Strategies. Publication Series #95-9.
Quelle	(1995), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; At Risk Persons; Decentralization; Economic Factors; Elementary Secondary Education; Ethnic Groups; Family School Relationship; School Community Relationship; School Segregation; Teacher Expectations of Students; Teaching Methods; Urban Areas; Urban Problems; Urban Schools; Urban Youth + Suchen Sie Ihr Suchwort? Schulleistung; Risikogruppe; Decentralisation; Dezentralisierung; Ökonomischer Faktor; Ethnie; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Stadtregion; Urban areas; School; Schools; Stadt; Schule; Youth; Jugend
Abstract	The impact of the changing macroecological characteristics of cities on school performance is explored, and what can be done to reduce the achievement shortcomings among urban students from ethnic and language minority backgrounds is considered. The increase in residential segregation and thereby educational segregation in urban schools is as much an economic as a social response to the decentralization of cities and the changing urban economic order. These changes, taken together, translate into a marked achievement gap between urban schools and the national norms. School success can be promoted by fostering resilience among urban youth. Two major guidelines derived from research and experience have received increasing attention for potentially reducing the risk factors associated with urban life. One is forging greater school connections with families and the community to support resilience development and student learning. The other is reducing educational segregation within the schools and implementing responsive and powerful instructional practices to ensure the learning success of every student. Specific strategies are presented to make the public schools inclusive and integrated. (Contains 48 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC