A Closer Look. Report of the Task Force on the Achievement of Culturally Diverse Students.

Institution	North Carolina State Dept. of Public Instruction, Raleigh.
Titel	A Closer Look. Report of the Task Force on the Achievement of Culturally Diverse Students.
Quelle	(1992), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; American Indians; Black Students; Cultural Differences; Disadvantaged Youth; Dropouts; Educational Change; Hispanic Americans; Homeless People; Minority Groups; Poverty; Rural Schools; School Districts; School Restructuring; Urban Schools; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Kultureller Unterschied; Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsreform; Hispanic; Hispanoamerikaner; Homeless person; Homeless persons; Obdachloser; Ethnische Minderheit; Armut; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Schulreformplan; Schulumwandlung; Urban area; Urban areas; Stadtregion; Stadt
Abstract	In North Carolina, the Task Force on the Achievement of Culturally Diverse Students was established to respond to specific goals and objectives that speak to the achievement of African American, Native American, and Hispanic American students. Issues on homeless children and youths were addressed to a lesser extent since this group represents a unique culture in many urban schools. The Task Force examined annual dropout studies and other state and national studies. A cohort of nine low-performing school districts with high minority enrollment and federal Indian Education Act or Migrant Education funds was selected. All were located in rural counties identified as low wealth. Findings supported, as have most studies, the relationship between race, poverty, and school success, and they indicated that these adverse effects often last throughout a student's entire educational career. Recommendations are made in the areas of multicultural education, school restructuring, educational finance, educational technology, special education, and education for the homeless. Part II contains specific committee reports in four areas: (1) professional education; (2) school restructuring; (3) comprehensive services; and (4) educational technology. An appendix contains nine illustrative figures and a model description. (Contains 18 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC