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Latinos, Asian Americans, and the Achievement Gap
Today the achievement gap is hotly debated among pundits, politicians, and educators. In particular this conversation often focuses on the two fastest-growing demographic groups in the United States: Asian Americans and Latinos. In Academic Profiling, Gilda L. Ochoa addresses this so-called gap by going directly to the source. At one California public high school where the controversy is lived every day, Ochoa turns to the students, teachers, and parents to learn about the very real disparities—in opportunity, status, treatment, and assumptions—that lead to more than just gaps in achievement.
In candid and at times heart-wrenching detail, the students tell stories of encouragement and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, they are divided by race, class, and gender. While those channeled into an International Baccalaureate Program boast about Socratic classes and stress-release sessions, students left out of such programs commonly describe uninspired teaching and inaccessible counseling. Students unequally labeled encounter differential policing and assumptions based on their abilities—disparities compounded by the growth in the private tutoring industry that favors the already economically privileged.
Despite the entrenched inequality in today’s schools, Academic Profiling finds hope in the many ways students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. When Ochoa shares the results of her research with the high school, we see the new possibilities—and limits—of change.
A Transformative Curriculum
This innovative curriculum book provides key materials, resources, and tools to help secondary educators prepare their students to be engaged citizens of their community, state, nation and world. Five complete units of instruction, based on West Virginia Content Standards and Objectives, provide meaningful lessons while being mindful of the transition from tangible text to more digital curricula:
Class, Bureaucracy, and Religion in American Education
The Enigmatic Academy is a provocative look at the purpose and practice of education in America. Authors Christian Churchill and Gerald Levy use three case studies—a liberal arts college, a boarding school, and a Job Corps center—to illustrate how class, bureaucratic, and secular-religious dimensions of education prepare youth for participation in American foreign and domestic policy at all levels.
The authors describe how schools contribute to the formation of a bureaucratic character; how middle and upper class students are trained for leadership positions in corporations, government, and the military; and how the education of lower class students often serves more powerful classes and institutions.
Exploring how youth and their educators encounter the complexities of ideology and bureaucracy in school, The Enigmatic Academy deepens our understanding of the flawed redemptive relationship between education and society in the United States. Paradoxically, these three studied schools all prepare students to participate in a society whose values they oppose.
Vol. 84, no. 3 (2001) through current issue
The High School Journal publishes research, scholarship, essays, and reviews that critically examine the broad and complex field of secondary education. Founded in 1918, it is one of the oldest peer-reviewed academic journals in education.The journal is managed by students and faculty in the School of Education at the University of North Carolina at Chapel Hill and is published quarterly by the University of North Carolina Press.
Vol. 4 (1996) - vol. 6 (1999)
Imagine is a newsletter for precollege students who want to take an active role in their own education. Directed at talented students in grades 7-12, Imagine identifies opportunities at home, in school, and in the larger community that will satisfy students' intellectual curiosity and need for greater academic challenge. Imagine is also a valuable source of information for parents, teachers, school administrators, counselors, and librarians.
Located near Cumberland Gap in the rugged hills of East Tennessee, Lincoln Memorial University (LMU) was founded in 1897 to help disadvantaged Appalachian youth and reward the descendents of Union loyalists in the region. Its founder was former Union General Oliver Otis Howard, a personal friend of Abraham Lincoln, who made it his mission to sustain an institution of higher learning in the mountain South that would honor the memory of the Civil War president. In Lincoln Memorial University and the Shaping of Appalachia, LMU Professor Earl J. Hess presents a highly readable and compelling history of the school. Yet the book is much more than a chronology of past events. The author uses the institution’s history to look at wider issues in Appalachian scholarship, including race and the modernization of educational methods in Appalachia. LMU offered a work-learn program to help students pay their way, imparting the value of self-help, and it was hit by a massive student strike that nearly wrecked the institution in 1930. LMU has played an important role in shaping what higher learning could be for young people in its region of southern Appalachia. The volume examines the involvement of O. O. Howard and his unflagging efforts to establish and fund the school; the influence of early twentieth-century industrial capitalism— Andrew Carnegie and John D. Rockefeller were benefactors—on Appalachia and LMU in particular; and the turn-of-the-century cult of Lincoln that made the university a major repository of Lincolniana. Meticulously researched and richly illustrated, Lincoln Memorial University and the Shaping of Appalachia is a fresh look at the creation, contributions, and enduring legacies of LMU. Students, alumni, and friends of the university, as well as scholars of Appalachian culture and East Tennessee history, will find this book both enlightening and entertaining.
Reforming Science, Technology, Engineering, and Math Education in America
One study after another shows American students ranking behind their international counterparts in the STEM fields—science, technology, engineering, and math. Businesspeople such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and President Obama places improvement in these areas at the center of his educational reform. What can be done to reverse this poor performance and to unleash America’s wasted talent? David E. Drew has good news—and the tools America needs to keep competitive. Drawing on both academic literature and his own rich experience, Drew identifies proven strategies for reforming America’s schools, colleges, and universities, and his comprehensive review of STEM education in the United States offers a positive blueprint for the future. These research-based strategies include creative and successful methods for building strong programs in science and mathematics education and show how the achievement gap between majority and minority students can be closed. A crucial measure, he argues, is recruiting, educating, supporting, and respecting America’s teachers. To secure a competitive advantage both in the knowledge economy and in economic development more broadly, America needs a highly skilled, college-educated workforce and cutting-edge university research. Drew makes the case that reforming science, technology, engineering, and mathematics education to meet these demands, with an emphasis on reaching historically underserved students, is essential to the long-term prosperity of the United States. Accessible, engaging, and hard hitting, STEM the Tide is a clarion call to policymakers, administrators, educators, and everyone else concerned about students’ participation in the STEM fields and America’s competitive global position.
Old Order Amish and Mennonite Schools
Train Up a Child explores how private schools in Old Order Amish communities reflect and perpetuate church-community values and identity. Here, Karen M. Johnson-Weiner asserts that the reinforcement of those values among children is imperative to the survival of these communities in the modern world. Surveying settlements in Indiana, Michigan, Ohio, Pennsylvania, and New York, Johnson-Weiner finds that, although Old Order communities have certain similarities in their codes of conduct, there is no standard Old Order school. She examines the choices each community makes—about pedagogy, curriculum, textbooks, even school design—to strengthen religious ideology, preserve the social and linguistic markers of Old Order identity, and protect their own community's beliefs and values from the influence of the dominant society. In the most comprehensive study of Old Order schools to date, Johnson-Weiner provides valuable insight into how variables such as community size and relationship with other Old Order groups affect the role of these schools in maintaining behavioral norms and in shaping the Old Order's response to modernity.
No Teacher Left Behind
Washington State is about to enter a new phase of the "math wars." Since the late 1980s, the debate over how best to teach mathematics to schoolchildren has raged worldwide among educators, politicians, and parents. The stakes are high. To operate effectively in a global, twenty-first-century economy and polity, the United states must provide an education in mathematics that is both excellent and equitable.