This collection of stories is based on the author’s experiences as a middle school teacher at an alternative campus in south Texas, in a district whose population was largely comprised of Mexican-American and low-income families. The Eagle School is based on a program that existed in the 1990s to address the special needs of “bubble” students, children who were failing in elementary school because of factors such as poverty, neglect, and violence at home. Students were selected for the program based on recommendations from their counselors, with the hope that the small campus of twelve teachers would provide its 150 sixth, seventh, and eighth graders with a safe haven, allowing them to focusing on their studies. The ultimate goals of the program were to prevent students from dropping out of school and to engage them in interdisciplinary projects that would advance them academically, preparing them to return to their appropriate grade levels in high school. Ms. Russel, a character based on the author, recounts stories of her efforts to help students at the Eagle School, as well as stories of her own friendships, aspirations, and disappointments off campus. Each story represents a distinct moment during the six years that she teaches at the Eagle School, and each focuses on a specific student or group of students whose conflicts complicate her own.

Thesis (Ph. D)--University of Rochester, 2009. / Includes abstract and vita. Includes bibliographical references. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/11074

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The purpose of this study was to provide a descriptive case study of the academic achievement of minority male students over a 2-year period. It was conducted at an urban community college district, which is a Hispanic Serving Institution. Utilizing institutional data, the research examined 3,825 male and female students divided into a total of ten cohorts by gender and ethnicity. All students were 18 to 24 years of age, new-to-higher education and enrolled full time. Key findings show significant results for enrollment, departure rates and academic performance for all groups. Male students demonstrated lower rates of enrollment, higher rates of attrition, and lower academic achievement that females students. Significant results were demonstrated among male and female student performance within their own gender group and by comparison to the opposite gender of the same ethnicity. The high departure rate and achievement gaps by students who were enrolled full time, strongly suggests that student engagement, is a profound concern. This study was conducted to identify potential disparities in achievement by gender and ethnicity to provide detailed information to inform the public and promote institutional change. / text

Minority students are overrepresented in special education in many urban school districts across the United States. The purpose of this study was to analyze the results of the implementation of policies and training related to the use of a problem solving general education intervention model in an urban school system. Disproportionate representation is problematic if the programming is stigmatizing or ineffective, or if the process of identification is not applied equally to different groups of students (NRC, 1982). The Metropolitan School District of Pike Township administrators elected to begin a general education intervention initiative to address overrepresentation of minority students in special education within the school district. The initiative included all nine of the elementary schools in the district. It included training teams in each school in the use of a problem solving process as a key component to the general education intervention team. The results of this study will be used to make further recommendations regarding the school district's general education intervention initiative. / Department of Special Education

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1990. / Includes bibliographical references (leaves 111-118) / Microfiche. / xiii, 118 leaves, bound ill. 29 cm

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: J. Portelli. Includes bibliographical references.

Thesis (M.A.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 139-170).