Trends and Issues In Urban and Minority Education, 1987. ERIC/CUE Trends and Issues Series, Number 6 (original) (raw)
Related papers
1986
This paper provides a review of three related literatures on urban education: the demographic characteristics of the students and communities served by urbas schools; sone notable urban educational policies and practices; and issues and trends in equity research. The following trends and issues in school programs and practices specifically related to urban and minority education are examined: urban responses to the reform cammission reports; urban and minority students and private schooling; effective schooling programs; curricular issues related to urban, minority, and poor students; compensatory education programs; school violence; dropout programs and practices; school-corporate alliances; parent participation in schooling; and programs related to new immigrants. The four equity concerns which are highlighted include: desegregation effects, magnet schooling, bilingual education, and sex equity. There are small encouraging signs that the schools am educating urban students better than they did a decade ago: dropout rates for all groups but Hispanics are down; standardized achievement test scores have risen slightly; and efforts to help parent participation in schooling through at-home teaching have enhanced the educational process. Yet many special needs of urban students go unmet, including such basic needs as housing, nutrition, and health care. (ETS)
Current Trends and Issues in Urban Education, 1993. Trends and Issues No. 19
1993
1990 these two groups had shrunk dramatically, to only 86 percent of the population (Hacker, 1992). In the same period, the Asian/Pacific Islander population increased by 108 percent, and the Hispanic population, which also has extremely high levels of immigration, increased by 53 percent. Although whites (not of Hispanic origin) increased slightly between 1980 and 1990, from 180.3 million to 188.1 million, this group dropped from 80 percent to 75.6 percent of the population (Bureau of the Census, 1991). In this last census, Hispanics, Asians, Native Americans, and Hawaiiansthe nation's fastest growing groupsoutnumbered Africai, Americans (Hacker, 1992). America's new immigrants are young and often have large families. While whites now average 1.7 children in a lifetime, Mexican Americans average 2.9 children, and Cambodians and Hmong average 7.4 and 11.9 children, respectively (Kellogg, 1988). Thus, an even more noticeable student population change has occurred within the public schools. First, as with their families, the new immigrant students are highly concentrated. Over three-fourths of all immigrant students attend schools in just five states: Florida, Texas, California, New York, and Illinois (Hill & McDonnell, 1992). Immigrants are also highly concentrated in urban areas. For example, 94 percent of all Asian/Pacific Islanders lived in metropolitan areas in 1991, and the percentage was even higher among recent immigrants (Bureau of Census, 1992). The large numbers of immigrant students have changed the image of American schools from being African American and white to being centers of many colors, cultures, and languages. While non-Hispanic white students constituted 76 percent of all public school students as late as 1976, by 1986, they comprised just over 70 percent. At the same time,
Trends and Issues in Urban Education a Student-Based Perspective
2007
This paper provides a review of three related literatures on urban education: the demographic characteristics of the students and communities served by urbas schools; sone notable urban educational policies and practices; and issues and trends in equity research. The following trends and issues in school programs and practices specifically related to urban and minority education are examined: urban responses to the reform cammission reports; urban and minority students and private schooling; effective schooling programs; curricular issues related to urban, minority, and poor students; compensatory education programs; school violence; dropout programs and practices; school-corporate alliances; parent participation in schooling; and programs related to new immigrants. The four equity concerns which are highlighted include: desegregation effects, magnet schooling, bilingual education, and sex equity. There are small encouraging signs that the schools am educating urban students better ...
This report discusses three major_issues in urban education: dropout prevention; secondary education for Hispanic Americans;_and urban teaching careers. Current studies on dropping out attempt to locate the responsibility for high dropout rates in policies or practices that schools initiate and have-the power to change. Findings of these studies are discussed. Hispanic students have not profited from their education; nor have they been well 0 This document-Itas__been zeproduced as received from the person or organization originating it.-leMiner-changeansive been made to improve reduction Quality. PeinIsof view etopinions Stated in this document do not necessarily represent official OERI Petitien or policy.
Lessons Learned about Urban Education
2000
This paper examines research on urban education, looking at what works and what does not. It introduces a theme issue of the "Illinois Schools Journal" that examines various interventions from the perspectives of members of the Center for Urban Research and Education (CURE) and tenure-track professors from Chicago State University's College of Education. In recent years, the student population has grown, has begun to include children from more diverse backgrounds, and has diversified the kinds of educational programs offered. However, these accomplishments have fallen far short of the vision of a universal school system that provides all children with equal access to academic success. Various interventions hold promise for reforming education for poor, minority students. They feature such elements as greater parent involvement, a challenging and relevant curriculum, restructured school organizations, and use of technology to enhance learning. The papers included in this theme issue focus on: the work of the CURE; the impact of parent participation; the need for culturally relevant curriculum; the benefits of small schools; and varied uses of computers in education. (Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
Compact Guides to Information on Urban and Minority Education. Volume III
1982
Summaries of current research on aspects of urban and minority education are compiled in these fact sheets. The first report provides guidelines for counseling in a multicultural educational setting, and outlines what counselors should know about (2) Clarke, Clifford II "Personal Counseling Across Cultural Boandaries." In Readings in Intercultural Communicanon, Cross-Cultural Counseling: Intercultural Helping Relationships, sol. 4, edited by Paul Pederson, pp 55-61