Achieving High Educational Standards for All by National Research Council

By National Research Council

This quantity summarizes quite a number medical views at the very important target of accomplishing excessive academic criteria for all scholars. in response to a convention held on the request of the U.S. division of schooling, it addresses 3 questions: What development has been made in advancing the schooling of minority and deprived scholars because the old Brown v. Board of schooling choice approximately 50 years in the past? What does study say in regards to the purposes of successes and screw ups? What are a few of the concepts and practices that carry the promise of manufacturing persisted advancements? the amount attracts at the conclusions of a couple of vital contemporary NRC stories, together with How humans study, fighting studying problems in young ones, desirous to examine, and From Neurons to Neighborhoods, between others. It comprises an outline of the convention displays and discussions, the views of the 2 co-moderators, and a suite of historical past papers on extra particular matters.

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Students of all backgrounds still are far from achieving at a level consistent with the ideal of high educational standards for all. Yet black and Hispanic students still are far more likely than whites to score at or below basic in reading and in other subject areas and far less likely to demonstrate proficient or advanced skill levels. Coming to grips with these findings requires that the following question be addressed: Will efforts to improve the quality of education for all students, even if successful, address the underrepresentation of minorities among high achievers, or the overrepresention of minorities among the lowest-achieving students?

Do race and class tend to be related to the availability of educationrelated resources? Do race and class somehow determine or influence what and how much students learn in the classroom? If so, how? The relationship of race and class—two macroscopic social categories—to the process of learning both inside schools and in the community is a theme repeatedly addressed by conference participants, one to which this volume frequently returns. CHALLENGES THAT REMAIN In the nearly half-century since Brown v.

The percentages of blacks, whites, and Hispanics who have earned bachelor’s degrees also have increased markedly. , in this volume:Figure 17) and in bachelor’s degree completion between whites on one hand and blacks and Hispanics on the other has deepened (Figure 2-5). Reliable data on academic achievement trends have been available for a much shorter period of time than have data on degree attainment. The long-term trend assessments of the National Assessment of Educational Progress (NAEP) provide a good indicator of academic achievement patterns in various subjects for different segments of the population.

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