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31	An analysis of the impact of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities Siegel, Scott M. 01 January 2011 (has links) The purpose of this study was to analyze the impact of the socioeconomic factors of parent education level and family income on the academic achievement of students of Hispanic and white ethnicities. Scaled scores from the 2009 administration of the California Standards Tests in English language arts and mathematics and matched demographic information for 18,000 second through fifth grade students from six school districts in the San Joaquin Valley constituted the data source for this study. Multiple regressions were the primary statistical test used to analyze the data. The results showed a statistically significant gap in achievement between Hispanic and white students. After correcting for socioeconomic status and students of limited English proficiency, a residual achievement gap of roughly 0.1 of a standard deviation remained between white and Hispanic students. Further analysis showed no gap at low socioeconomic levels and a widening discrepancy in scores with increasing family income and parental education levels. These results may be indicative of differential expectations for white and Hispanic students. Additional testing for the effects of school-wide variables found a small negative impact on student achievement for schools with high average parental education levels, possibly caused by stronger interventions at schools with low average parental education. Educational tests & measurements Elementary education Hispanic American studies Socioeconomic factors Parent educational background Academic achievement Family income Hispanic students Education Social sciences Achievement gap Hispanic Language status Socioeconomic status White students Education Educational Leadership
32	A Comparison of Approaches to Closing the Achievement Gap in Three Urban High Schools in Ohio. Spanner Morrow, Minerva 05 December 2017 (has links) No description available. African Americans Hispanic Americans Multicultural Education Secondary Education Educational Leadership Achievement gap graduation rate African American students Hispanic students high school students equity diversity inclusion disparities Critical Race Theory academic achievement Ohio public schools Florida public schools civil rights
33	A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S. Magana, Nelson 28 February 2018 (has links) Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support. Though their baccalaureate degree attainment is better than their non-Cuban Latina counterparts, Cuban women still lag behind White, non-Latina women. The qualitative study aims to explore the principal influences and non-academic factors that 15 adult Cuban non-native English-speaking women in South Florida attribute to the successful attainment of their baccalaureate degree. There are many differences among the various immigrant Latino communities in the U.S., and Cuban women are largely absent from the research. Nearly 75% of Cuban women who start Miami Dade College with English as a second language course-work drop out within one year of matriculation. Understanding the principal influences and non-academic factors related to the baccalaureate attainment rate of this group may assist educators and administrators in providing the support these women need to enhance their degree completion. The literature says that the baccalaureate degree attainment of Latinos is influenced by age-at-the-time-of-immigration, country of origin, and gender, yet little research was found on the degree attainment specifically of female Cubans who entered the U.S. having already completed most of their education in Cuba. My dissertation explores the journey of 15 Cuban women who arrived in the U.S. as teens during the 1990s and had to learn English as a second language at an urban community college prior to completing a baccalaureate degree. The purpose of the research is to describe the principal influences and non-academic factors that these women attribute to their baccalaureate degree attainment. Adult Education Higher Education Retention Latino Students Hispanic Students Non-academic factors Persistence Cuban Women Cuban Students Baccalaureate Attainment Latino Educational Outcomes Community College English Language Learners Student Affairs Student Services Adult and Continuing Education Community College Leadership Higher Education Administration Urban Education
34	A Case Study Exploring The Relationship Between Culturally Responsive Teaching And A Mathematical Practice Of The Common Core State Standards Howse, Tashana 01 January 2013 (has links) This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3. Student engagement engagement gap achievement gap common core common core state standards mathematical practices standards for mathematical practice middle school students secondary education education african american students blacks hispanics hispanic students diverse students multicultural education culturally responsive teaching culturally responsive pedagogy culturally relevant teaching culturally relevant pedagogy culture mathematics eucation mathematics culture and mathematics culture and mathematics education ethnomathematics discourse classroom discourse classroom management classroom environment classroom interactions Education Science and Mathematics Education

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