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there is an abundance of research on how to successfully reduce the effects of poverty on our youngest children" (p. Today, as in the past, teachers are being challenged to broaden their repertoire of teaching strategies to meet the needs and strengths of students from a tremendous diversity of backgrounds and cultures. Thinking carefully about equity and accountability.
These learners—African Americans, American Indians, Asian Americans, Hispanics, and many others—face societal discrimination, live in conditions of poverty, or both.
Some teachers and some entire schools do it every day, year in and year out, with outstanding results. Los Angeles: University of California, Center for Language Education and Research.
But the nation as a whole has not yet acted on that knowledge. This chapter describes a multitude of teaching strategies shown by research to be effective in educating diverse student learners.
Before detracking, only 32 percent of the African American and Latino students in the graduating class of 2000 earned Regents diplomas, while 88 percent of white and Asian students did so.
If educators act on the knowledge research offers, we can realize the educational excellence we desire for all children.
14), including (1) school-based programs; (2) strong links between early childhood and schools; (3) strong parental support and involvement; (4) universal access; (5) a focus on children's physical, social, emotional, and intellectual development; (6) strong staff training and development; and (7) a commitment to serving working families.
Schools of the 21st Century is now offered in over 1,400 schools in a wide variety of communities across the United States.
In fact, "The Regents diploma rate for [detracked] minority students [82 percent] surpassed New York State's rate for white or Asian American students" (Burris & Welner, 2005, p. This "is one of the most successful models for putting together all of the factors …
that contribute to the positive academic, emotional, and social development of young children" (p. Involvement counts: Family and community partnerships and math achievement.
Nationally, more than one-third of students (35 percent) fail to make the transition from 9th to 10th grade.