Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males. Executive Summary

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Autor/inn/en	Tung, Rosann; Carlo, Vivian Dalila; Colón, Melissa; Del Razo, Jaime L.; Diamond, John B.; Raynor, Alethea Frazier; Graves, Daren; Kuttner, Paul J.; Miranda, Helena; St. Rose, Andresse
Institution	Annenberg Institute for School Reform at Brown University; Center for Collaborative Education; Boston Public Schools
Titel	Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males. Executive Summary
Quelle	(2015), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	African American Students; Hispanic American Students; Males; Equal Education; Educational Quality; Achievement Gap; Case Studies; Qualitative Research; Teaching Methods; Educational Practices; Culturally Relevant Education; Teacher Collaboration; Individualized Instruction; Family Involvement; Elementary Secondary Education; Best Practices; Curriculum; School Culture; Instructional Leadership; School Policy; School Community Relationship; Critical Theory; Race; Multicultural Education; Student Characteristics; Caring; Masculinity; Learner Engagement; High Schools; Elementary Schools; Teacher Expectations of Students; Intention; Athletics; Racial Factors; Gender Issues; Institutional Mission; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Male; Männliches Geschlecht; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrerkooperation; Individualisierender Unterricht; Curricula; Lehrplan; Rahmenplan; Schulkultur; Schulleben; Instruction; Leadership; Bildung; Erziehung; Führung; Schulpolitik; Kritische Theorie; Rasse; Abstammung; Multikulturelle Erziehung; Care; Pflege; Sorge; Betreuung; Männlichkeit; High school; Oberschule; Elementary school; Grundschule; Volksschule; Leichtathletik; Geschlechterfrage
Abstract	Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet these students' needs and aspirations. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students. [This executive summary was prepared by the Annenberg Institute for School Reform and the Center for Collaborative Education on behalf of the Boston Public Schools. This Phase II report is part of a larger study, "Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in the Boston Public Schools." For the full report, see ED574737.] (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01