No description available.

Historically marginalized students (HMS), defined for the purposes of this study as Latino, African American, and English Language Learners, in low-performing and low-socioeconomic schools (those usually with a high percentage students receiving free or reduced-price lunch) have received significant attention and research over the years. However, little attention has been paid to minority students at otherwise high-performing (mostly Caucasian) schools. Research suggests an achievement gap between HMS and Caucasian and Asian students. This case study sought to identify strategies to remedy this academic achievement gap. The focus of this study was the academic performance of HMS in a suburban setting. To better understand how a high-performing school affects academic performance by HMS, the researcher examined the classroom environment, teacher instructional strategies, leadership practices, and school support services of one such school. This study used a case study format to examine a suburban elementary charter school within an urban school district. The study specifically investigated the language arts instruction of two fourth- and two fifth-grade classrooms. These grade levels were selected due to evidence that the achievement gap begins to widen at this point in HMS school careers and continues through the 12th grade. Three data collection methods were used: (a) a document review of current fourth- and fifth-grade language arts curricula, (b) classroom observations conducted to identify teacher instructional strategies that support HMS, and (c) interviews with four teachers and two administrators after the observations. Known strategies that have positively influenced the achievement of historically marginalized students include equitable classroom instruction, positive teacher-student relationships, culturally relevant practices, a nurturing school culture, directed teacher professional development, and strong school leadership. The study sought to identify differentiated positive classroom environments, current use of teacher instructional strategies, elements of strong leadership practices, and implementation of school support services that foster academic achievement by HMS.

This research paper is a description and analysis of a test devised to measure knowledge of the four mathematical operations at the 6th grade level.

No description available.

This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.

The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.

The purpose of this study is to ascertain whether or not the implementation of Proposition 227 has been effective for advancing the English language acquisition needs of English Learners in the Inland Empire.

The purpose of this study is to examine if school or community characteristics correlate with suspensions and expulsions. The data examined in this study were drawn from Riverside County schools. The schools were examined to determine if school or social disorganization characteristics correlate with suspension and expulsion rates.