The Academic achievement of minority students: perspectives, practices, and prescriptions

2000 ◽  
Vol 38 (01) ◽  
pp. 38-0423-38-0423
Keyword(s):  
Academic Achievement ◽  
Minority Students

Race and Academic Achievement in Racially Diverse High Schools: Opportunity and Stratification

2010 ◽  
Vol 112 (4) ◽  
pp. 1038-1063 ◽  
Author(s):  
Chandra Muller ◽  
Catherine Riegle-Crumb ◽  
Kathryn S. Schiller ◽  
Lindsey Wilkinson ◽  
Kenneth A. Frank
Keyword(s):  
High School ◽  
Academic Achievement ◽  
African American ◽  
High Schools ◽  
Minority Students ◽  
Adolescent Health ◽  
Latino Students ◽  
Educational Opportunity ◽  
Racially Diverse ◽  
Senior Year

Background/Context Brown v Board of Education fundamentally changed our nation's schools, yet we know surprisingly little about how and whether they provide equality of educational opportunity. Although substantial evidence suggests that African American and Latino students who attend these schools face fewer learning opportunities than their White counterparts, until now, it has been impossible to examine this using a representative sample because of lack of data. Purpose/Objective/Research Question/Focus of Study This study uses newly available data to investigate whether racially diverse high schools offer equality of educational opportunity to students from different racial and ethnic groups. This is examined by measuring the relative representation of minority students in advanced math classes at the beginning of high school and estimating whether and how this opportunity structure limits the level of achievement attained by African American and Latino students by the end of high school. Setting This study uses data from the Adolescent Health and Academic Achievement Study (AHAA) and its partner study, the National Longitudinal Study of Adolescent Health (Add Health), a stratified, nationally representative study of students in U.S. high schools first surveyed in 1994–1995. Population/Participants/Subjects Two samples of racially diverse high schools were used in the analysis: one with African Americans, Whites, and Asians (26 schools with 3,149 students), and the other with Latinos, Whites, and Asians (22 schools with 2,775 students). Research Design Quantitative analyses first assess how high schools vary in the extent to which minority students are underrepresented in advanced sophomore math classes. Hierarchical multilevel modeling is then used to estimate whether racial-ethnic differences in representation in advanced math have an impact on African American and Latino students’ achievement by the end of high school, relative to the Whites and Asians in the school. Specifically, we estimate the effects of Whites’ and Asians’ overrepresentation in sophomore-year math (or Latino or African American underrepresentation) within the school on students’ senior-year grades and their postsecondary enrollment. Findings/Results Findings show that schools vary in the extent to which African American and Latino students are underrepresented in advanced sophomore math classes. This pattern of racial inequality in schools is associated with lower minority senior-year grades and enrollment in 4-year postsecondary institutions, net of students’ own background. Conclusions/Recommendations Evidence consistently suggests that schools can play an active role in the provision of opportunities for social mobility or in the exacerbation of social inequality, depending on how they are structured. It is important to consider racial stratification within schools as a mechanism of inequality of educational opportunity.

Interracial Best Friendships: Relationship with 10th Graders’ Academic Achievement Level

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Rebecca A. Newgent ◽  
Sang Min Lee ◽  
Ashley F. Daniel
Keyword(s):  
Academic Achievement ◽  
African Americans ◽  
Minority Students ◽  
American Indians ◽  
Asian Americans ◽  
Positive Relationship ◽  
Achievement Level ◽  
Latino Americans ◽  
Best Friendships ◽  
Els 2002

The authors examined the relationships between interracial best friendships and 10th-grade students’ academic achievement. The analysis consisted of data from 13, 134 participants in the ELS:2002 database. The results indicated that interracial best friendships for minority students (African Americans, Latino Americans, Asian Americans, and American Indians) generally have a positive relationship with students’ academic achievement. Discussion and implications of the results are presented.

scholarly journals Access to Higher Education: The Israeli Case

2014 ◽  
pp. 27-28 ◽  
Author(s):  
Iris Ben-David ◽  
Yaakov Iram
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Minority Students ◽  
Policy Reform ◽  
School Policy ◽  
Middle Level ◽  
Access To Higher Education ◽  
Equity Issues ◽  
High Level ◽  
Rate Of Improvement

Israeli higher education has exhibited a high level of academic achievement. However, access to higher education is at the middle level compared with the OECDs and has presented a middle rate of improvement. Stratification is still evident, especially, for minority students and for students from low socio-economic strata. Equity issues for previous schooling levels nurture stratification in higher education. We argue that there is a need for a holistic equitable school policy reform.

scholarly journals Reframing the Achievement Gap: The Review and Explanation of the Inequitable Educational Practice

2018 ◽  
Vol 3 (4) ◽  
pp. 67 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Teacher Preparation ◽  
Achievement Gap ◽  
Ethnic Minority ◽  
Minority Students ◽  
Educational Practice ◽  
The United States ◽  
Educational Quality ◽  
Teaching Beliefs

This paper examines the academic gaps within the frame of educational quality and practice, in terms of teaching beliefs, attitudes, expectations, pedagogy and interactions among students. A wide gap in the academic achievement exists in the United States, especially among ethnic minority students, which provokes the need of re-conceptualization of achievement gap and teacher preparation in a multicultural educational context. This research paper focuses on following major questions: “How can and do teaching beliefs, attitudes, expectations, and pedagogy differ depending on whether the teacher is serving minority students versus White students? What are the major contributing factors to the achievement gap within inequitable educational practice? What extends the “teaching gap” towards ethnic minority students in the United States? What could we do to improve teacher preparation aimed at narrowing the achievement gap?” The purpose of this paper is to explore the nature and history of the academic achievement gap framed by inequitable educational practices, analyze its influences on educational quality and outcomes; as well as illustrate what we can learn from previous studies to improve the current educational quality to meet the needs of minority students.

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