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Labeled A Nation at Risk, Americans are urgently seeking reform in their public school systems. While many promising programs are being developed, they have not yet been validated. The national conference Making Schools Work for Underachieving Minority Students shared the best of what is presently known and deliberated on the implications for research, policy, and practice. Sponsored by CRESST (Center for Research on Evaluation Standards and Student Testing), The National Urban League, and the National Council of LaRaza, the conference was financed by the U.S. Department of Education. Closely following the structure of the conference, this volume's contributors examine education's current status. They then investigate potentially promising approaches to specific problem areas. Contributors treat issues of evaluation and testing, and conclude by addressing the potential of collaborative efforts.
Responding to a major challenge, community groups and organizations throughout the country are seeking answers to the problem of underachieving minority students. This volume builds on these shared interests and is a first step toward an intervention process. Topics covered include: creating effective instructional programs; reducing the dropout rate; preparing students for secondary and postsecondary success; helping limited English proficient students; and improving teacher quality. The volume's contributors hope to promote dialogue on promising practices, foster collaboration, identify critical R & D needs and collaborative arrangements, and identify testing and evaluation issues for subsequent inquiry.
List of contents
Background and Overview
Our National Dilemma
Promising Practices
Developing Effective Instructional Programs
Reducing Dropouts
Preparing Students for Success at the Secondary and Postsecondary Levels
Helping Limited English-Proficient Students Succeed
Improving Teacher Effectiveness
The Role of Testing And Evaluation in Improving Education for Underachieving Minority Students
Issues in Promoting a More Productive Role
Lessons from Success in Practice
Collaborative Arrangements
Making Schools Work for Underachieving Minority Students
An Ambitious Critical Agenda
The Course Ahead
References
Bibliography
Indexes
About the author
JOSIE G. BAIN is an Education Professional in Residence at the CRESST/UCLA Center for the Study of Evaluation. She is the former area superintendent and associate superintendent of instruction for LAUSD and the coauthor of Strategies for Developing and Monitoring Community-Based Programs.
JOAN L. HERMAN is Associate Director at the CRESST/UCLA Center for the Study of Evaluation. She is the coauthor of
Strategies for Developing and Monitoring Community-Based Programs and Evaluation Handbook.
