Closing the Black-White Achievement Gap in High School: An Assessment of Evidence on Interventions to Improve Test Scores and College Prospects of African American Students

2008 ◽  
Author(s):  
Meryle Weinstein ◽  
Amy Ellen Schwartz ◽  
Hella Bel Hadj Amor ◽  
Leanna Stiefel
Keyword(s):  
High School ◽  
African American ◽  
Achievement Gap ◽  
Test Scores ◽  
African American Students ◽  
American Students ◽  
Assessment Of Evidence

Depression and Suicidal Ideation in African-American and Hispanic American High School Students

1992 ◽  
Vol 71 (2) ◽  
pp. 618-618 ◽  
Author(s):  
David Lester ◽  
Denise Anderson
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
New Jersey ◽  
Suicidal Ideation ◽  
African American Students ◽  
Hispanic American ◽  
Hispanic American Students ◽  
School Students ◽  
American Students

21 Hispanic American students in an urban New Jersey high school obtained higher depression and suicidal ideation scores than 42 African-American students.

scholarly journals Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Teacher Efficacy ◽  
Advanced Placement ◽  
African American Students ◽  
School Students ◽  
American Students ◽  
American Children ◽  
Advanced Placement Classes

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

Transitioning to High School: Issues and Challenges for African American Students

2007 ◽  
Vol 10 (3) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Cheryl Holcomb-McCoy
Keyword(s):  
High School ◽  
Middle School ◽  
African American ◽  
School Counseling ◽  
African American Students ◽  
Counseling Professionals ◽  
American Students ◽  
Growing Body ◽  
Counseling Interventions ◽  
School Issues

Although there is a growing body of literature on students' transition from middle school to high school, much of the literature fails to take into consideration the distinctive racial and environmental circumstances of African American students. This article reviews literature related to the transitioning of African American students and discusses the unique challenges that African American students experience during adolescence. Counseling interventions are delineated and implications for school counseling professionals also are discussed.

“Janitorial Engineering”

Integrated ◽  
2017 ◽  
Author(s):  
James W. Miller
Keyword(s):  
High School ◽  
African American ◽  
Black Students ◽  
Growth And Development ◽  
African American Students ◽  
Electrical Engineering ◽  
State Legislature ◽  
Local School ◽  
Engineering Program ◽  
American Students

This chapter discusses Lincoln's growth and development as the state's only boarding high school for African American students. In 1938 the state legislature passed a bill requiring counties that lacked accommodations for black students to pay their tuition and send them to accredited high schools elsewhere. The bill solved a problem for local school districts that had neither the funds nor the inclination to educate black children. Lincoln Institute was a logical destination for such students, and it became a state-funded institution. Young still had to maneuver through prevailing racist attitudes, such as the state's objection to his plan to add an electrical engineering program. Only after he renamed the program “janitorial engineering” did he gain approval. Young's efforts strongly influenced his own children, Arnita, Eleanor, and Whitney Jr., into lives of service. This chapter also introduces John Norman Cunningham, a Lincoln student whose experiences are woven through the narrative.

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