Focusing on the Participation and Engagement Gap: A Case Study on Closing the Achievement Gap

Autor/inn/en	Fisher, Douglas; Frey, Nancy; Lapp, Diane
Titel	Focusing on the Participation and Engagement Gap: A Case Study on Closing the Achievement Gap
Quelle	In: Journal of Education for Students Placed at Risk, 16 (2011) 1, S.56-64 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
Schlagwörter	Urban Schools; Academic Achievement; Case Studies; Parent Participation; Achievement Gap; Parent School Relationship; Attendance Patterns; Student Participation; Group Activities; Racial Differences; Equal Education; Disadvantaged Youth; English (Second Language); High Schools; Poverty; Hispanic American Students; White Students; African American Students; Asian American Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Case study; Fallstudie; Case Study; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Gruppenaktivität; Rassenunterschied; Benachteiligter Jugendlicher; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Armut; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA
Abstract	In this case study, we focus on 2 variables often neglected in conversations about closing the achievement gap. Most recommendations for closing the achievement gap center on extending learning time, including afterschool programs, extended year programs, and supplemental instruction. Our school focused on attendance and student engagement in our effort to close the achievement gap. By developing a schoolwide plan that ensured that attendance was noticed, corrected, and celebrated, students at our urban school began attending on par with their suburban counterparts. In addition, we focused on student engagement once they were at school. Through a number of schoolwide instructional routines, including teacher modeling and productive group work, students became involved in learning and their achievement improved. Together, these initiatives further closed the achievement gap. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10