News Books

1933 ◽  
Vol 26 (4) ◽  
pp. 249-250
Keyword(s):  
Public Schools ◽  
Second Grade ◽  
Detroit Public Schools

My First Drill Book in Numbers. For the second grade, by C. L. Thiele, supervisor of exact sciences, Detroit Public Schools and Irene Sauble, assistant supervisor of exact sciences, Detroit Public Schools, illustrated by Minnie Hansen Rousseff. Rand McNally & Company, Chicago, Ill., 1932. 102 pages.

African American English–Speaking Students: A Longitudinal Examination of Style Shifting From Kindergarten Through Second Grade

2014 ◽  
Vol 57 (1) ◽  
pp. 143-157 ◽  
Author(s):  
Holly K. Craig ◽  
Giselle E. Kolenic ◽  
Stephanie L. Hensel
Keyword(s):  
African American ◽  
Public Schools ◽  
Low Socioeconomic Status ◽  
American English ◽  
Strong Support ◽  
African American English ◽  
Second Grade ◽  
Style Shifting ◽  
Mainstream American English ◽  
Metalinguistic Skills

Purpose The purpose of this longitudinal study was twofold: to examine shifting from African American English (AAE) to mainstream American English (MAE) across the early elementary grades, when students are first exposed to formal instruction in reading; and to examine how metalinguistic and cognitive variables influenced the students' dialectal adaptations from AAE to MAE in a literacy context with higher expectations for MAE. Method Participants were 102 typically developing AAE-speaking students enrolled in public schools in the northern Midwest. They were enrolled in the project at kindergarten and tested 3 times a year, for 3 years. Approximately half were male and half female, and two-thirds were from low socioeconomic status homes. Results A style shifting coefficient (SSC) was created to measure amounts of dialect change between contexts and over time by individuals. Some students shifted to MAE in literacy contexts, and shifting was not related to grade. Metalinguistic skills and SSC predicted reading, and metalinguistic skills predicted the SSC at 2nd grade. The findings indicated that cognitive executive functions may contribute to the SSC. Conclusions The results provide strong support for the dialect shifting–reading achievement hypothesis and indicated that metalinguistic and perhaps executive functioning are important influences on this linguistic adaptation.

scholarly journals Early Childhood Lead Exposure and Academic Achievement: Evidence From Detroit Public Schools, 2008–2010

2013 ◽  
Vol 103 (3) ◽  
pp. e72-e77 ◽  
Author(s):  
Nanhua Zhang ◽  
Harolyn W. Baker ◽  
Margaret Tufts ◽  
Randall E. Raymond ◽  
Hamisu Salihu ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Public Schools ◽  
Lead Exposure ◽  
Detroit Public Schools

scholarly journals Strategies for Improving Self-Efficacy: A Qualitative Analysis of Detroit’s Downtown Boxing Gym

2019 ◽  
Vol 14 (1) ◽  
pp. 165-181 ◽  
Author(s):  
Amanda Sommerfeld Case ◽  
N. Keita Christophe
Keyword(s):  
Public Schools ◽  
Students Of Color ◽  
Self Efficacy ◽  
Positive Development ◽  
Verbal Persuasion ◽  
Underserved Students ◽  
Peer Modeling ◽  
Detroit Public Schools ◽  
Mastery Experiences ◽  
Vicarious Experiences

Structural inequalities present throughout U.S. public schools are known to contribute to the significant achievement gaps that persist between lower-income students of color and their more financially secure, White peers. Because of this, community programs have been identified as places where typically underserved students can receive the support required for positive development and academic achievement. The current study used qualitative methods to explore how one community program, Detroit’s Downtown Boxing Gym, fosters self-efficacy in school-aged youth from Detroit Public Schools. Focus group participants reported they are indeed experiencing increases in self-efficacy as a result of the mastery experiences, vicarious experiences, and verbal persuasion they receive at the gym. Specific recommendations for how other programs might foster self-efficacy, including establishing a program climate where students feel cared for, ensuring program staff truly believe students can be successful, identifying opportunities for students to have mastery experiences, and utilizing peer modeling, are discussed.

Implications of a Guidance and Counseling Program

1956 ◽  
Vol 3 (2) ◽  
pp. 49-54
Author(s):  
Elmer W. McDaid
Keyword(s):  
Public Schools ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Major Purpose ◽  
Testing Program ◽  
Detroit Public Schools ◽  
Basic Assumptions ◽  
Major Interest ◽  
Periodic Testing ◽  
Instructional Research

THE MAJOR PURPOSE of this discussion is to cite background thinking, basic assumptions, and techniques that have grown out of a program of Guidance and Counseling Testing introduced a number of years ago. The Detroit Public Schools foster and supervise this continuing program of periodic testing through the Division of Instruction and the Department of Instructional Research. Although the program cuts across a number of subject matter lines (except in the introductory background statement), I will attempt to point my remarks to our major interest — the testing program and its implication to mathematics instruction and programming.

Parental Choice of Schools and Social Stratification in Education: The Paradox of Detroit

1994 ◽  
Vol 16 (4) ◽  
pp. 434-457 ◽  
Author(s):  
Valerie E. Lee ◽  
Robert G. Croninger ◽  
Julia B. Smith
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Social Stratification ◽  
Parental Choice ◽  
Multilevel Methods ◽  
Detroit Public Schools ◽  
Detroit Area ◽  
Household Heads ◽  
Resource Levels ◽  
Interdistrict Choice

Within the contexts of families and school districts, we investigate the effect of parental choice of schools on social stratification in education. We focus on Detroit, one of the few U.S. cities without a major choice plan (1991). Using multilevel methods to analyze data from 710 household heads in 45 Detroit-area school districts, results showed that minority and disadvantaged respondents, especially from the city, favor choice. We concluded that access to low-quality schools—measured either by respondents' perceptions or resource levels for school districts-motivates positive opinions toward choice. We discuss the potential effects on the Detroit public schools of an interdistrict choice plan, suggesting that choice would further stratify an already highly inequitable distribution of social, economic, and academic resources around education in the Detroit area. We question the individualistic premise undergirding arguments favoring choice.

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