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Students Who Are Culturally/Linguistically Diverse: Reports, Commentaries, and Data
A DREAM DENIED - EDUCATIONAL EXPERIENCES OF SOUTHEAST ASIAN AMERICAN YOUTH: ISSUES AND RECOMMENDATIONS. (2003). Southeast Asia Resource Action Center (Khatharya Um, University of California-Berkeley) - Reviews data on educational attainment among various Southeast Asian sub-populations in the U.S, shows that improvement in educational attainment is quite low for many of the subgroups, describes findings from students at four high schools, identifies cultural and economic barriers, and makes recommendations for improving academic achievement at secondary and postsecondary levels.
http://www.searac.org/ydfinal-2_03.pdf
ADDRESSING DIVERSITY IN SPECIAL EDUCATION RESEARCH. (1997). ERIC Clearinghouse on Disabilities and Gifted Education (Cheryl A. Utley, Juniper Gardens Project, University of Kansas, & Festus E. Obiakor, University of Wisconsin-Milwaukee) -- Calls upon researchers to consider issues of cultural diversity, linguistic difference, and economic disadvantage if their results are to apply to special education. Describes the need for specific attention to: (a) defining terms with precision; (b) examining epistemological considerations related to the study of racial/ethnic groups; and (c) developing unbiased research methodology and procedures. Full text.
http://www.monarchcenter.org/pdfs/eric461195obiakor.pdf
BETRAYING THE COLLEGE DREAM: HOW DISCONNECTED K-12 AND POSTSECONDARY EDUCATION SYSTEMS UNDERMINE STUDENT ASPIRATIONS. (APRIL 2003). Bridge Project of Stanford University (Andrea Venezia, Michael W. Kirst, & Anthony L. Antonio) - Reports a study of the disconnects between K-12 and postsecondary education, which undermine student aspirations (particularly the college participation of students of color). The authors discuss K-16 programs and other connections between public schools, community colleges, and four-year institutions and offer recommendations for solving the disconnects.
http://www.stanford.edu/group/bridgeproject/betrayingthecollegedream.pdf
IMMIGRANT STUDENTS IN U.S. PUBLIC SCHOOLS: PRELIMINARY FINDINGS OF A PILOT STUDY (2000). Alliance Project, Vanderbilt University (Judy Smith-Davis) --
Describes insights gained from a small pilot inquiry on the impact of immigration on selected school districts and on immigrant students and their families. Data were collected from State education agencies to determine major U.S. locations and countries of origin of immigrant populations, followed by telephone interviews with officials from five disparate school districts that are experiencing the impact of immigration. Full text.
http://www.monarchcenter.org/pdfs/immigrant.pdf
LATINO ACHIEVEMENT IN AMERICA. (October 2003). The Education Trust. Sixty-
seven PowerPoint slides of data on achievement patterns of Latinos in the United
States; ways the achievement gap can be closed; and how the No Child Left Behind Act
can help Latino parents advocate for their children. Also includes two short papers.
Everything is available in English and Spanish versions.
http://www2.edtrust.org/edtrust/latino+achievement+in+america
LIMITED ENGLISH PROFICIENT STUDENTS WITH DISABILITIES. (2001). 23RD Annual Report to Congress on the Implementation of IDEA, U.S. Department of Education. Descriptive information about the school-aged LEP population in the United States, with an emphasis on students with disabilities who have limited English proficiency. Also discusses issues related to the identification and assessment of LEP students with disabilities. Full text is shown in Section II.
http://www.ed.gov/about/reports/annual/osep/2001/section-ii.pdf
MINORITIES IN HIGHER EDUCATION: ANNUAL STATUS REPORT, 2003 (August 2003). American Council on Education - An extensive data report on the college enrollment of students from historically under-represented groups. On the one hand, more minority students are enrolling in higher education. On the other hand, major disparities in participation rates remain. A detailed summary of findings is at the below site. The full report must be purchased.
http://www.acenet.edu/news/press_release/2003/10october/minority_report.cfm
MINORITY STUDENTS IN SPECIAL AND GIFTED EDUCATION. (2002). National Research Council, National Academy of Sciences (M. Susan Donovan & Christopher
T. Cross, Eds.) - Findings on racial inequities, with recommendations for rethinking current approaches to: (a) eligibility determination; (b) use of high-quality interventions in reading, writing, math, social behavior, and emotional regulation; (c) teacher quality;
(d) addressing risk factors in early childhood: (e) improving data collection; and (f) other aspects of general and special education that need improvement. Full text is available but cumbersome; click "Go to Page." Hard cover or PDF may be purchased.
http://www.nap.edu/books/0309074398/html/
NO EXIT: HOW LACK OF EDUCATIONAL CHOICE SHORTCHANGES HISPANIC STUDENTS. (October 2003). Hispanic Council for Reform and Educational Options (Jay P. Greene, Greg Forster, & Marcus A. Winters, The Manhattan Institute) -- Reviews the achievement gap and concludes that "the inability of so many Hispanics to choose their schools, and the systems' resulting callousness to their needs, contributes to the large gaps between Hispanic students and their white peers." Full text.
http://www.hcreo.org/study/Manhattan%20Institute%20Educational%20Choice%20Study.pdf
OVER-IDENTIFICATION OF STUDENTS OF COLOR IN SPECIAL EDUCATION: A CRITICAL OVERVIEW. (2001). Alliance Project, Vanderbilt University (Alfredo Artiles, Vanderbilt University; Beth Harry, University of Miami; Daniel J. Reschly, Vanderbilt University; & Philip C. Chinn, California State University, Los Angeles) - Outlines the history of over-representation, identifies several forces that shape this problem (such
as poverty, structural factors, instructional and assessment issues, and cultural discontinuity between teachers and students), and discusses ways to address over-representation. Full text.
http://www.monarchcenter.org/pdfs/overidentification.pdf
PARSING THE ACHIEVEMENT GAP: BASELINES FOR TRACKING PROGRESS.
(November 2003). Educational Testing Service (Paul E. Barton) -- Identifies 14 factors
that create and perpetuate the gaps in achievement among students from diverse racial
and ethnic backgrounds and varying family income levels. Three factors are related to
early development; six to the school environment; and five to the home learning
environment. All correlates of achievement showed discrepancies between minority and
non-minority student populations, and 11 showed gaps between students from low-
income families and higher-income families. Full text and summary.
http://www.ets.org/research/pic/parsing.pdf
POLICY INITIATIVES TO IMPROVE URBAN SCHOOLS: AN AGENDA. (2003). EducationNews.org (William L. Bainbridge, Thomas J. Lasley II, & Steven M. Sunre, University of Dayton) - Outlines the mixed success of some of the panaceas for solving the problems of urban schools, and offers 14 research-based strategies for improving these schools. Full text.
http://www.educationnews.org/POLICY-INITIATIVES-TO-IMPROVE-URBAN-SCHOOLS.htm
RACE IN AMERICAN PUBLIC SCHOOLS: RAPIDLY RESEGREGATING SCHOOL DISTRICTS. (2002). The Civil Rights Project at Harvard University (Erika Frankenberg & Chungmei Lee) - This study shows that, since 1986, in almost every district examined, students of African descent and Latino descent have become more racially segregated from whites in schools. It is also posited that minority schools are highly correlated with high-poverty areas, and that such schools are associated with lower parental involvement, lack of resources, fewer experienced and credentialed teachers, and high teacher turnover. Full text.
http://www.civilrightsproject.harvard.edu/research/deseg/reseg_schools02.php
RACIAL INEQUITY IN SPECIAL EDUCATION. (2002). The Civil Rights Project at Harvard University (Daniel J. Losen & Gary Orfield, Eds.) - Findings show that racial inequities pervade special education in U.S. schools today. Non-white children (especially children of African descent) are far more likely than white children to be designated mentally retarded or emotionally disturbed and therefore in need of special education. Even when appropriately placed in special education classes, non-white students often receive poorer services than white students with disabilities. An extensive introduction/overview is available at the website.
http://www.civilrightsproject.harvard.edu/research/books/special_ed.php
STATUS AND TRENDS IN THE EDUCATION OF BLACKS. (August 2003). National Center for Education Statistics - A synthesis of data from a number of NCES reports, plus new indicators developed specifically for this report. Provides a single source of statistical information about the educational status of persons of African descent in the United States. Full text.
http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003034
WHAT DOESN'T MEET THE EYE: UNDERSTANDING AND ADDRESSING RACIAL DISPARITIES IN HIGH-ACHIEVING SUBURBAN SCHOOLS. (November 2002). North Central Regional Educational Laboratory (Ronald D. Ferguson, Harvard University) - Reviews findings from a survey of secondary school students in high-performing suburban districts to understand the racial/ethnic achievement disparities in schools that are otherwise outstanding. Recommendations focus on improving content and methods, as well as improving teacher-student relationships (e.g., while Hispanic students and students of African descent were more likely than whites to respond to teacher encouragement, teachers were less likely to place high demands on them). Full text.
http://www.ncrel.org/gap/ferg/
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