A Look in the Mirror: One School's Study of Race-Based Achievement

Autor/in	Johnson, Brian
Titel	A Look in the Mirror: One School's Study of Race-Based Achievement
Quelle	In: Independent School, 73 (2014) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-9635
Schlagwörter	Academic Achievement; Achievement Gap; Racial Differences; Evidence; Data Analysis; Equal Education; Educational Change; Change Strategies; Educational Practices; Student Diversity; School Culture; Inclusion; Educational Assessment; Educational Indicators; Educational Policy; Elementary Secondary Education; Educational Improvement; Improvement Programs; Massachusetts + Suchen Sie Ihr Suchwort? Schulleistung; Rassenunterschied; Evidenz; Auswertung; Bildungsreform; Lösungsstrategie; Bildungspraxis; Schulkultur; Schulleben; Inklusion; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Master-Studiengang
Abstract	Helping all students find academic success is a central tenet of independent schools. But at many independent schools, mounting anecdotal evidence indicates that a persistent achievement gap exists between white and Asian-American students and their Latino and African-American counterparts. In 2007, Rebecca Upham, head of school at Buckingham Browne & Nichols (Massachusetts), with the support of the school's trustees, decided to delve more deeply into the issue. With funding from an Edward E. Ford Foundation grant, the school hired an outside researcher to analyze the quantitative and qualitative data on student academic achievement. Not unexpectedly, the study uncovered data to support the anecdotal evidence of race-based differences in achievement. The study has led the school to take new steps to ensure the success of the entire student body. There is now an emerging critical mass of faculty leaders who are largely responsible for implementing curricular change in support of all students. Faculty and administrators have also become more openly reflective in their educational practices and in the way they support students and families. Helping improve the overall experiences of students of color in the school, this powerful combination of outcomes has changed the culture of the school for the better. It also offers lessons for other independent schools wrestling with uneven achievement results based on race. (ERIC).
Anmerkungen	National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10