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| Autor/in | McKernan, Rose-Ann |
|---|---|
| Institution | Albuquerque Public Schools, NM. Research, Development, and Accountability. |
| Titel | African-American Students in APS: A Special Report Prepared for the Superintendent's Community Council on Equity. A Report in Support of Goals II and VII. |
| Quelle | (1998), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; Academic Achievement; Black Students; Early Intervention; Educational Indicators; Elementary Secondary Education; High School Students; Low Income Groups; Parents; Student Attitudes; Surveys; Test Results; Urban Schools; Urban Youth |
| Abstract | The purpose of this report is to provide an initial set of indicators for the success of African American students in the Albuquerque, New Mexico, Public Schools (APS). The major data gathering activity was a survey of parents and students completed by 244 students and 251 parents. Parents and students presented a relatively positive picture of their schools. Both respondent groups believed that students were treated fairly in the schools and that they were safe in school. Both groups believed that teachers care about students, and that there is at least one staff member in whom a student might confide if there were a problem. Based on the percentage of district enrollment of African American students, they are under-represented in honors and enriched classes and in gifted education but over-represented in remedial special education. A higher percentage of African American high school students pass all six subtests of the competency examination than at the district or state levels. Based on the 1998 senior survey, Albuquerque African American students have a higher rate of acceptance into postsecondary institutions. The city's African American students have an average of 19 on the ACT college entrance examination; although this is still 2 points lower than the APS average, it is 2 points higher than the national average for African Americans. About 48% of African American students were eligible for free or reduced cost lunch, and those students eligible for free lunch scored lowest of all groups studied. High levels of success among junior and senior African American students, coupled with low early literacy rates and high dropout rates, pose a challenge for appropriate comparisons to other ethnic groups. The findings suggest that programs focused on at-risk African American students should include early literacy intervention and dropout intervention with staff cultural awareness training. An appendix contains enrollment and population figures for ethnic subgroups. (Contains 28 tables and 6 figures.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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