Today's Promise, Tomorrow's Future: The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools

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Autor/inn/en	Simon, Candace; Lewis, Sharon; Uro, Gabriela; Uzzell, Renata; Palacios, Moses; Casserly, Michael
Institution	Council of the Great City Schools
Titel	Today's Promise, Tomorrow's Future: The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools
Quelle	(2011), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Achievement Gap; Urban Schools; Academic Achievement; National Competency Tests; School Districts; Social Environment; Social Influences; Educational Indicators; Performance Factors; Hispanic American Students; English (Second Language); Racial Differences; Accessibility (for Disabled); Educational Experience; Postsecondary Education; Developmental Studies Programs; Economically Disadvantaged; Outcomes of Education; Educational Assessment; Achievement Need; Achievement Rating; Barriers; Educational Improvement; College Readiness; Consciousness Raising; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; School district; Schulbezirk; Soziales Umfeld; Sozialer Einfluss; Educational indicato; Bildungsindikator; Leistungsindikator; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Rassenunterschied; Accessibility; Zugänglichkeit; Bildungserfahrung; Post-secondary education; Tertiäre Bildung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Teaching improvement; Unterrichtsentwicklung; Bewusstseinsbildung
Abstract	In 2010, approximately 14 percent of all students in the nation were enrolled in the organization's 65 urban school districts out of approximately 15,000 school districts nationwide. In addition, 21 percent of the nation's students eligible for free or reduced-price lunch, 26 percent of English language learner (ELL) students and 24 percent of the Hispanic students were enrolled in a Great City School district. The purpose of this report is to focus on a critical element of the nation's achievement gap--Hispanic students and Hispanic students who are English language learners. The academic performance of these students continues to fall markedly behind their White peers on every major assessment in the nation- ACT, SAT, and the National Assessment of Educational Progress (NAEP). And the goal of this report is to help galvanize the energies and resources of a nation that has, for too long, chosen to ignore the issue. This report also aims to keep the challenges that Hispanic students and ELL Hispanic students face in a broader social context while emphasizing the critical educational dimensions of the issues. The data in this report are drawn from the U.S. Department of Education, Institute of Education Sciences, Common Core of Data, Public Elementary/Secondary School Universe Survey, 2009-10; Centers for Disease Control and Prevention; National Center for Health Statistics; ACT; SAT; and other national databases. Furthermore, the authors compare NAEP results among Hispanic, ELL Hispanic students, and formerly-ELL students attending schools in large cities against White students attending national public schools (NP). Finally, they also report results for students with disabilities (SD), students eligible for free or reduced-price lunch (FRPL), and students comprising the broader national sample (NP). Council of the Great City Schools' demographics, 2009-2010 are appended. (Contains 84 figures and 7 footnotes.) (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10