Classroom, media and church: explainng the achievement differences in civic knowledge in bilingual school system of Estonia

This study investigates civic and citizenship education in a unique post-Communist context–in the bilingual education system of Estonia. Estonia continues to have a bilingual school system where there are Estonian and Russian language schools in parallel. While Estonian language school students are ranked very high in international comparisons, there is a significant difference between the achievement of Estonian and Russian language school students. We claim that this minority achievement gap in the performance of civic and citizenship knowledge is in addition to family background characteristics explained by behavioral and attitudinal factors that are moderated by the school language. Behavioral and attitudinal independent variables that we consider relevant in our analysis are classroom climate, trust in various media channels, and students’ beliefs in the influence of religion. We rely on hierarchical modeling to capture the embedded data and aim to explain how the different layers (school- and student level) interact and impact civic knowledge. We show that an open classroom is beneficial to students and part of the gap can be explained by Russian school students’ lower involvement in such practices. The strength of the belief in the influence of religion, on the contrary, is hurting students, despite that the negative effect is smaller for minority students there is a higher aggregate negative effect of it and therefore it also contributes to the minority achievement gap. Media trust indicators explain the gap marginally while the high trust of social media hurts students’ civic knowledge scores–still more Russian school students trust social media more than Estonian school students.

The Effects of Using Open Educational Resources on Minority Achievement in Undergraduate Mathematics

Prominent in the public debate on college affordability is the rising cost of textbooks. Owing to limited finances or mounting college debt, many students fail to purchase required course textbooks. Among the perils students without textbooks face are delayed course enrollment, high failure or dropout rates, and extended time to graduation. At Fort Valley State University, an Historically Black University within the University System of Georgia, the mathematics faculty first observed increasing numbers of college algebra students without textbooks, then, similarly, with upper division students. As a cost-savings measure, the faculty redesigned eight courses using open educational resources (OER). This chapter highlights the four-year results of faculty and students' OER course experiences. OER students have better grades, lower failure rates, and better attendance records than those using traditional textbooks. The attitude of OER students towards mathematics also improved. A total cost savings of $197,780 was realized with an average, per student savings of $198.

The EMAS and Its Role in the ESL Instruction to Immigrants in England

This chapter presents the results of a quantitative research carried out through the administration of a questionnaire to the Multilingual Education Assistants who are part of the Ethnic Minority Achievement Service (EMAS) at the Coventry City Council (UK). Authors investigate the importance and impact the EMAS service has in the reception of foreign students newly arrived in England. In particular, the strategies implemented to promote students' integration within the new socio-cultural context are analysed. A revision of the most important theories related to the teaching-learning process of an L2 is carried out. An overview of migration in the 21st century and how intercultural education can foster the coexistence of cultures, ethnic groups, and languages is provided. This chapter concludes that Multilingual Education Assistants can help to encourage dialogue between individuals, promoting the overcoming of linguistic obstacles and developing the linguistic competence of foreign children who have just arrived in England.

New Labour: Wars, race and education, 1997-2005

The New Labour government under Prime Minister Blair came to power asserting that a modern nation valued diversity and recognised the inequalities facing minorities. The government initially claimed it could join market competion with social democracy and a reformed welfare state, claiming education as a priority. It continued the market driven legislation and central policy initiatives that had characterised Conservative rule, the academies programme initiated in 2002 eventually leading to a breakdown of a national democratic system. But it attempted to take on social and racial grievances. Thus, included setting up an inquiry into the Stephen Lawrence murder, offering Muslim schools state-funding on a par with other religions and creating an ethnic minority achievement grant. Rioting in northern towns in 2001 led to further claims that multiculturalism had failed and a commissioned report on the future of Multi-Ethnic Britain disowned. Blair supported seven wars during his tenure, the invasion of Afghanistan and Iraq helped to radicalise a small number of Muslims but led to a further scape - goating of all Muslims.

Minority Achievement Gaps in STEM

This longitudinal study examined the outcomes of Project Excite on reducing minority students’ achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them for advanced math and science courses in high school. This study compared the performance of Project Excite participants with that of students from their local school districts and the state on the Illinois Standards Achievement Test, the Explore test, the Measures of Academic Progress, and on rates of placement in above-grade-level math courses in ninth grade. Project Excite participants consistently outperformed their Black, Latino, and low-income peers, and they came close to the performance levels of White, Asian, and non-low-income students. They were more likely to be placed in above-grade-level math courses than their minority peers in ninth grade.