The problem with which this study is concerned is the development of a process model through which culturally-relevant learning materials could be developed. "Culture-based learning materials" are defined to be materials which take into account the child's cultural/linguistic/experiential background and his natural interests. An illustration of the use of the model, for the purpose of demonstrating how to devise culture-based learning experiences via the model, is provided. Teachers of elementary school children in three school districts in northeastern New Mexico were invited to participate in the illustration. Their duty was to collect data via the instrument designed in the second part of the model. The data collected indicate that the majority of children attending these schools are "bilingual" in Spanish and English. Certain literature on teaching Mexican-American children is therefore summarized. For illustrative purposes mathematics was chosen to represent the school's curricula. Hence a synthesis of certain literature on teaching mathematics to "bilingual" children is also provided. Illustrative culture-based mathematics learning experiences for use by teachers in northeastern New Mexico are presented and discussed.

This study examined the extent and sources of primary revenue for Hispanic-, African-American-, and Caucasian-serving public community colleges in Texas. The study also examined differences between and among primary revenue streams for these institutions. The public community colleges were identified as Hispanic-, African-American-, and Caucasian-serving based upon the percentage of enrollments for each ethnic classification. A comparative model was developed for the primary revenue streams of in-district student tuition, out-of-district student tuition differentials, out-of-state student tuition differentials, ad valorem property tax revenue per in-district contact hour, and state appropriations. Statistical Packages for the Social Sciences (SPSS) was utilized to conduct multiple-factor analysis of variance (ANOVA) on the data set to examine differences between and among the several variables. Post hoc tests were performed where necessary. Difference was identified in in-district student tuition. Post hoc analysis demonstrated that difference existed between Hispanic-serving and African-American-serving community colleges. No difference was identified in the remaining primary revenue streams.

Professional decision-making concerning the nature and quantity of schoolchildren's educational, counseling, and remedial experiences is critical to children's success. How are aspects of students' race and socioeconomic status associated with teachers' and counselors' recommendations regarding the supportive and remedial services provided to them? This study examined how racial/ethnic identity and social class may influence the early treatment decisions that teachers and counselors make about programs and services that could benefit their students. The study analyzed archival data collected from teachers and counselors via a classroom vignette study in which participants suggested appropriate programming and services for a hypothetical child. The scenario and the presenting issues were the same across all vignettes, while the hypothetical child's race/ethnicity and socioeconomic background varied. Overall, the results suggested that many teachers and counselors can make unbiased decisions about service recommendations for students. However, responses to the Asian American vignette frequently seemed to be affected by the model minority stereotype; in addition, trends that suggested biased views towards Latinx and low SES students were found, along with the possible existence of a positive feedback bias toward Black students. Suggested future research directions included the creation of a scale for the measurement of attitudinal dispositional ratings with an extension to clinical settings.

The desire for academic success is shared by Haitian parents and their American-born children. Yet, despite this will to succeed, second generation Haitian students have been shown to fare poorly in school when compared to other ethnic groups. This qualitative study revealed that students' poor results in high school were not due to adversarial attitudes toward education; rather, they reflected inadequate foundations in basic academic skills. In particular, limited vocabularies hamper the academic achievement of many Haitian American students. Some students who expected that passing grades would lead to college are unable to pass the FCAT exam required to earn a high school diploma. Surprisingly, the highest levels of academic achievement were attained by the students with the poorest and least educated parents. They displayed extraordinary motivation attributed to a strong sense of familial obligation. / by Tekla Nicholas. / Thesis (M.A.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.

The purpose of this project is to help at-risk Latino youth through environmental education programs. An integral aspect of this project included hands-on and interactive experiences at several education sites throughout the State of California. These site visits included the following institutions: Yosemite Institute, Chapman Ranch, Orange County Outdoor Science School, University of Southern California, Wrigley Institute for Environmental Studies, Catalina Island Camps, Camp Oaks, Wildlands Conservancy (Oak Glen), St. James Reserve, and Alvarado-Jensen Ranch.

Since the 1980s, selective college admissions has become increasingly competitive. In 2021, for example, Harvard admitted a record-low 3.4 percent of applicants, compared to 18 percent in 1990. Trends at selective public institutions are similar. Concurrently, the role of race in admissions has evolved, as legal challenges, from Regents of the University of California v. Bakke onward, have limited the scope of affirmative action policies. The consideration of race in admissions, once intended to repair historical racial injustices, is now justified by the educational benefits of diversity. The same Supreme Court decisions also promoted the use of holistic review in admissions. These trends have collided in the latest legal challenges to affirmative action policies, which have mobilized Asian Americans as plaintiffs, accusing highly-selective schools of discrimination. Amidst this competitive and contested landscape, the private college consulting industry has grown exponentially. One trade association estimates that the number of independent educational consultants (IECs) in the United States quintupled between 2005 and 2015. Hired primarily by middle- and upper-class families, IECs occupy a unique position. They work intensively one-on-one with students to help manage a complicated process, while also maintaining ties to schools and colleges. They therefore serve as an analytical lens for understanding how broader trends in admissions affect students on the ground. Drawing on research on culture and educational inequality, the history of race in college admissions, and moral boundary-making, I ask how IECs help clients interpret elements of holistic review; how IECs respond to perceived discrimination and questions of racial diversity; and how participants in a system viewed as unequal draw moral boundaries around their work. Through interviews with 50 IECs in New York and California, I first show that IECs’ work makes the processes by which students successfully apply to colleges explicit. In doing so, they shine a light on what I call shadow criteria, or the unstated set of criteria that underlie the official criteria by which colleges judge applicants. Authenticity is one shadow criterion that requires students to translate their existing cultural capital into an application that is attractive to admissions officers – a process that, as I will show, is subject to class-based considerations. Second, IECs view White, Asian American, and underrepresented minority (i.e., Black, Latinx, and Indigenous) students as having different concerns about racial diversity and discrimination, and advise students accordingly. However, addressing these concerns at the individual level can reinforce colleges’ racialized admissions systems and reify stereotypes. Third, the majority of respondents view the overall admissions system either as flawed, or at best with ambivalence. Respondents draw moral boundaries between themselves and bad actors in the profession, legitimating their work and justifying it morally. Through the lens of the independent educational consultant, this dissertation contributes to our understanding of how actors within the college admissions ecosystem respond to competitive pressures. It also provides a greater qualitative understanding of how the growing field of private educational consulting operates.

The Portland Japanese School (hoshuukoo) was established as a supplementary Saturday school by a Japanese business group of Portland (Shokookai). The mission of this school is to provide Japanese education to Japanese students who eventually go back to Japan and continue to study in the Japanese school system. My previous project found that Japanese parents, who are long term U.S. residents, want to send their children to the Portland hoshuukoo for the purpose of giving a heritage Japanese education. Utilizing a case study qualitative approach, the current study administered a questionnaire to heritage Japanese students and interviewed them, their parents, the school administrator, and teachers to shed light on their perceptual differences in expectations towards hoshuukoo. The data collected through the questionnaire and interview found that while the school maintains the original mission that hoshuukoo is to provide Japanese national education to those who will go back to Japan and continue to study in the Japanese schooling, the parents of heritage Japanese students expect that their children learn the Japanese language and culture and become "Japanese-like" person who acquires "Japanese-ness" from the education and experiences at the Portland hoshuukoo. It was also found that the teachers are aware of the gaps between the heritage Japanese students' needs for Japanese as a heritage language instruction and the school's mission but they have not been able to fulfill the student needs and expectations due to the absolute mission of the school and lack of time and resources. While there is the teacher's dilemma towards education to the heritage Japanese students, Portland hoshuukoo still carries a role as a place able to provide a heritage Japanese education with some conditions: which require heritage Japanese students tremendous effort and require their parents great support for their children. Considering that the heritage Japanese students at the Portland hoshuukoo may increase in future, this study suggests that now is the time to rethink or revise the school's mission to fulfill expectations and needs of students and parents at Portland hoshuukoo.

The purpose of this study was to determine if the successful aspects of alternative schools aimed at retaining potential high school dropouts could be conducted in the traditional school setting with similar results. The study explored the effect of career education, individual counseling and weekly progress monitoring on how long potential high school dropouts will remain in school. The experimental hypotheses were focused around the following research problems. The first question was "Does the combination of career education, individual counseling and weekly progress monitoring have a more significant effect than weekly counseling and weekly progress monitoring or just weekly monitoring." The second research question asked, "Do the previous methods of intervention significantly effect how many classes students complete." The third question was "Does career education have a more significant effect on females." The fourth question was "Does career education have a more significant effect on Mexican-American males." The research design included three groups of potential high school dropouts who were randomly assigned to three treatment levels. There were two experimental groups and one control group. The first group participated in a career education class, weekly counseling and weekly progress monitoring. The second group participated in weekly counseling and weekly progress monitoring and the control group participated in weekly progress monitoring. The dependent measures were number of days students remained in school, number of classes they were enrolled in at the end of the semester or when they withdrew and the percentage of students in each group that completed the semester. Results of an analysis of variance and Chi Square analysis revealed that career education did significantly effect retention of potential dropouts. Results of t-tests revealed that career education did not significantly increase retention of females or Mexican-American males.

This investigation is concerned with determining the value, if any, of certain curiosity constructs and thought skill experiences upon "raw score" responses of black sixth grade pupils to selected standardized and experimenter made tests. The major purpose of this study is to determine whether the curiosity levels of black children will be increased and if gains will be made in reading comprehension and responses when selected questioning procedures are used. The study is confined to teacher-directed instructional situations where pupils are engaged in reading acts.