Literaturnachweis - Detailanzeige
| Autor/in | Rathey, Danielle A. |
|---|---|
| Titel | Crumbling Walls, Peeling Paint, and High Achievement Orientation: Alternative Facts or Truth? |
| Quelle | In: Education and Urban Society, 53 (2021) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1245 |
| DOI | 10.1177/0013124519894977 |
| Schlagwörter | Educational History; Achievement Gap; School Choice; Neighborhood Schools; Charter Schools; Minority Group Students; High School Students; Student Attitudes; Stereotypes; Sense of Community; School Safety; Academic Achievement |
| Abstract | This article examines historical context shaping the achievement gap while considering school choice. Students in low performing districts are often labeled as unmotivated or not achievement oriented. These assertions are upheld by citing attendance rates, graduation rates, and achievement data. This research article demonstrates that a sample of students in a low performing district has similarly aligned attitudes and self-reported behaviors related to achievement and success as a neighboring affluent district. Differences appear when students reflect upon safety and resources. This article demonstrates that public education works when the right resources are in place; so why push minorities out of their neighborhood schools toward charters and magnets rather than bolster and make equitable the existing system? (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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