Minority Student Achievement and the Desired Characteristics of Equity Programs in Diverse Schools...
-
date post
22-Dec-2015 -
Category
Documents
-
view
214 -
download
0
Transcript of Minority Student Achievement and the Desired Characteristics of Equity Programs in Diverse Schools...
Minority Student Achievement and the Desired Characteristics
of Equity Programs in Diverse Schools with
Predominantly White Faculty
TCNJ Educational Leadership Immersion Program
Kathleen DeCristofaro
Significance & ApplicationSignificance & Application
No Child Left Behind mandates schools that are
dependent on federal funding to address gaps
between student subgroups.
“100%proficient by 2014”
Significance & ApplicationSignificance & Application
All programs supported by NCLB dollars must be research based and research supported…
…yet little research exists to support equity-based organizations and services.
Purpose of the StudyPurpose of the Study
• Determine the characteristics of an exemplary equity program.
• Provide an analysis of the extent to which selected diversity and equity organizations’ public domain literature reflect the desired characteristics of exemplary programs.
Step One
Develop a criterion tool to analyze equity program documents for the prevalence of desired characteristics of equity organizations.
MethodologyMethodology
MethodologyMethodology
Step Two
Conduct a content analysis of the equity organizations’ web pages using the developed criterion.
The Selected ProgramsThe Selected Programs
• Anti-Defamation League’s A WORLD OF DIFFERENCE® INSTITUTES
• Beyond Diversity Resource Center• Respecting Ethnic and Cultural
Heritage (REACH) Center• Seeking Educational Equity and
Diversity (SEED)• The People’s Institute for Survival
and Beyond
The criterion tool…The criterion tool…
Fourteen criterion in five areas…1. Guiding Principles (3)2. Purposes (2)3. Processes (4)4. Personal/Professional
Development (2)5. Evaluation (3)
FindingsFindingsPrograms contained a highhigh prevalence of these criteria:
• Guiding principle of a system-wide collaborative effort.
• Guiding principle of critical multiculturalism.
• Purpose of developing a non-racist, anti-discriminatory identity.
high prevalence continued…
• Processes include a curriculum that addresses stereotyping, and assimilation.
• Processes include a curriculum that addresses differentiated and multicultural instruction.
• Professional development training components that includes the district phases of non-racist identity development.
Programs contained a lowlow prevalence of these criteria:
• Guiding principle that it is an expectation among teachers that all students are capable of high academic achievement.
• A purpose of attaining academic achievement at high levels that is equitable between student subgroups.
low prevalence continued…
• Processes that engage parents of minority students and the local minority community to promote collaboration.
• Processes that provide structural
academic support for minority students.
• Professional/personal development that includes cultural immersion experiences.
low prevalence continued…
Evaluation (internal or external) of the programs’ services that measure….
• academic achievement
• student attitudes
• school personnel attitudes and practices
DiscussionDiscussion
What do schools need to do?
Within the context of NCLB guidelines, do the conditions exist for these programs to be more widely implemented in schools?
The key is evaluation and analysis…and attention.
It is our moral obligation to address educational inequity and to evaluate our own role in its legacy.
Thank you
Questions