Beginning School Math Competence: Minority and Majority Comparisons

This article uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These 2 aspects of math ability respond differently to environmental resources, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation. In this sample, blacks and whites are equivalent in terms of computational and verbal skills as measured by the California Achievement Test at the start of grade 1. However, there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of math concepts (reasoning skills). Both black and white children of all socioeconomic levels respond to parents' psychological resources: net of ability or other factors, children score higher if parents expect them to do well. Socioeconomic resources in the home also help both groups. In particular, the parent being a high school graduate as opposed to a dropout is important. When parents' material and psychological resources are taken into account, family configuration (solo motherhood vs. other types) has no discernible effects on either type of math performance.     

Freshman Year Dropouts: Interactions Between Student and School Characteristics and Student Dropout Status

Data from a large school district in the southwestern United States were analyzed to investigate relations between student and school characteristics and high school freshman dropout patterns. Application of a multilevel logistic regression model to student dropout data revealed evidence of school-to-school differences in student dropout rates and school-to-school differences in the relation between student characteristics and student dropout status. Investigation of the school differences revealed that school organization and schools' social context were statistically significant predictors of several of the dropout outcomes. Evidence of school context and school practice effects on student dropout outcomes suggests that school personnel may need to consider how characteristics of the school environment interact with the background characteristics of students when developing and focusing dropout prevention strategies. Implications for school policy and practice are discussed.     

A School Principal and Desegregation

There are times for abstract analysis, and times for detailed reporting and commentary about real events. This section is reserved for the latter.     

The Effects of Student Composition on School Outcomes

This article explores the concept of compositional effects in school effect studies, their generation and some of the difficulties that arise in their interpretation. Some basic issues are addressed using data from a New Zealand study of secondary schools, and further illustration of some of the “pitfalls” is provided from an English study of primary school performance indicators. The importance of model specification, predictor reliability, and cautious interpretation are highlighted.     

社会主义民主中的少数与多数原则

长期以来人们将少数服从多数视为民主的本质与基本品格，这种做法往往忽视了少数人的权力，同时也背离了民主的真谛。其实，民主并不是简单的多数原则。另外，多数原则的适用也有一个度的范围，多数也不是一个简单的数量概念。在社会主义民主建设的过程中，运用少数服从多数的原则决策时应当慎之又慎，否则，就不是真正的坚持社会主义民主。     

民主政治中的多数与少数关系模式简析

在民主政治条件下，少数与多数概念在政治系统的不同层面有着不同的内涵，必须对其作出准确理解和科学界定；多数决定原则是民主政治的价值理念，多数对少数认同是多数决定原则在民主制度运行中的实践范式；少数人的主导地位与民主政治并行不悖。     

The Effects of a Student Sampling Plan on Estimates of the Standard Errors for Student Passing Rates

Examined in this study were three procedures for estimating the standard errors of school passing rates using a generalizability theory model. Also examined was how these procedures behaved for student samples that differed in size. The procedures differed in terms of their assumptions about the populations from which students were sampled, and it was found that student sample size generally had a notable effect on the size of the standard error estimates they produced. Also the three procedures produced markedly different standard error estimates when student sample size was small.     

School Effects on Performances of Minority Pupils 1

The impact of determinants from the individual, school and school environment level with regard to educational performance of pupils from various ethnic origins in the Netherlands is examined in this article. From rational choice and empowerment theory crucial variables were deduced. By means of multilevel modelling school effects in secondary education on performances in mathematics and linguistics were established. Results indicate the importance of a school policy orientated towards improving achievements of minority subgroups. A more general approach, based on the notion of shared circumstances of pupils from ethnic minority and low socio‐economic background families, did not generate positive results.

     

Policy Implications for School Desegregation and School Choice in Chicago

School desegregation in Chicago was derived from the implementation of the 1964 Civil Rights Act. This article follows the formation of this policy to its implementation in Chicago. First, the federal government used the Civil Rights Act to garner school desegregation. Then, the Chicago Board of Education created desegregation plans for Chicago Public Schools which included school choice options. Finally, the article uses the oral histories of 68 graduates of three Chicago public high schools to demonstrate how the policy was utilized. The entire process reveals the continuation of institutional racism as school desegregation in Chicago was effectively limited as only a few Black and Latino students benefited from school desegregation.     

Role of Family Background,Student Behaviors,and School-Related Beliefs in Predicting High School Dropout

ABSTRACT

The authors' purpose was to test a parsimonious model derived from social cognitive career theory (R. W. Lent, S. D. Brown, & G. Hackett, 1994 Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. doi:10.1006/jvbe.1994.1027[Crossref], [Web of Science ®] , [Google Scholar]) and expectancy value theory (J. S. Eccles & A. Wigfield, 2002 Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]) that integrates groups of variables (demographic background, student behaviors, and school-related beliefs) with the goal of predicting high school dropout in a nationally representative sample of 15,753 high school students. Structural equation modeling was used to test the effect of the various predictors on students' dropout status 2 years later. The model fit the data very well, and the results indicated that socioeconomic status, academic performance, parental involvement, and absenteeism were most predictive of high school dropout. In contrast, social cognitive constructs (self-efficacy and subjective task value) added little explanatory power. Implications for high school dropout prevention programs are discussed.     

From Our Readers: The Truth about Boston School Desegregation

Abstract

The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms.     

The Effect of Communities In Schools on High School Dropout and Graduation Rates: Results From a Multiyear,School-Level Quasi-Experimental Study

Communities In Schools, Inc. (CIS) is a nationwide initiative designed to connect needed community resources with schools to help students, particularly those identified as at-risk, successfully learn, stay in school, and prepare for life. As part of a comprehensive 5-year national evaluation of CIS, ICF International conducted a school-level quasi-experimental study on 123 CIS high schools and 123 matched comparison high schools, using public use data from 7 different states. The study examined the differences in high school dropout and graduation rates between CIS and its comparison schools over a 4-year period, starting from the year prior to CIS implementation to 3 years after implementation. Our analyses showed that CIS high schools made stronger gains in on-time graduation rates, and had greater reductions in dropout rates, than comparison schools over the same period. Results were considerably stronger for CIS schools that implemented the CIS model with a high degree of fidelity.     

Direct and Extended Friendship Effects on Minority and Majority Children's Interethnic Attitudes: A Longitudinal Study

Longitudinal direct and extended cross-ethnic friendship effects on out-group evaluations among German (majority status, N  = 76) and Turkish (minority status, N  = 73) children (age 7–11 years) in ethnically heterogeneous elementary schools were examined at the beginning and end of the school year (time lag: 7 months). The results showed that among majority status children, but not minority status children, direct cross-ethnic friendship predicted over time positive out-group evaluations. This association was partly mediated by perceived social norms about cross-ethnic friendship relations. No longitudinal effects of extended cross-ethnic friendship were found. These results suggest that in ethnically heterogeneous contexts, direct friendship is more effective in changing intergroup attitudes than extended friendship and that social status moderates direct friendship effects.     

Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout

This study explores how student employment affects college persistence and how these effects differ by individual likelihood of participating in student employment. I analyze data from the National Longitudinal Survey of Youth 1997 using propensity score matching and stratification-multilevel analysis. This study finds that engaging in intense work has deleterious effects on college persistence. However, these negative effects vary significantly according to likelihood of participation in intense work. The results indicate that employment has less negative impacts on completion for those most likely to participate in intense work, who are typically those from the most disadvantaged social backgrounds. This finding suggests that efforts to reduce the deleterious effects of intense work on persistence should be practiced with careful consideration for sub-populations that may have different reasons for and effects of student employment.