Expanding Opportunities for High Academic Achievement: An International Baccalaureate Diploma Program in an Urban High School

Autor/in	Mayer, Anysia P.
Titel	Expanding Opportunities for High Academic Achievement: An International Baccalaureate Diploma Program in an Urban High School
Quelle	In: Journal of Advanced Academics, 19 (2008) 2, S.202-235 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	African American Students; Intervention; Economically Disadvantaged; Academic Achievement; High Risk Students; Open Enrollment; Advanced Placement Programs; College Preparation; Correlation; Socioeconomic Influences; Hispanic American Students; Minority Groups; Student Recruitment; American Indian Education; Low Income Groups; Achievement Gains; Student Motivation; Academic Persistence + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Problemschüler; Open entry; Offenes Bildungssystem; Korrelation; Sozioökonomischer Faktor; Hispanic; Hispanic Americans; Hispanoamerikaner; Ethnische Minderheit; Achievement gain; Leistungssteigerung; Schulische Motivation
Abstract	Students of color are consistently underrepresented in honors and gifted programs nationwide, and even high-achieving students share many of the risk factors with their low-achieving peers. The study presented in this paper employed mixed methods to investigate the relationship between the design of a rigorous college preparatory program, the International Baccalaureate Diploma Program (IB), and the socioeconomic status of the students the program serves. The paper begins with a brief overview of the literature that documents the academic achievement gap among high-achieving Latino and African American students, as well as the literature on intervention programs designed to ameliorate these gaps. Following a description of the methodology, it presents the recruitment and admission practices employed by the program studied. The paper concludes with a description of the academic and social scaffolds developed and implemented by local IB teachers that directly support students' academic achievement. The study found that an open admission International Baccalaureate program was successfully attracting and retaining African American, Latino, and Native American students from economically disadvantaged backgrounds. Findings are attributed to IB teachers' deeply held belief in the ability of the students to meet the rigor of the program. Implementing a rigorous academic curriculum was only the first step in the process of raising the academic achievement of Latino and African American students. This IB program also has instituted academic and social support mechanisms to keep students motivated to pursue the challenging curriculum. (Contains 7 tables and 2 endnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10