There are 3.2 million Filipinos in the United States, arguably the largest Asian American ethnic group. Although 36.7% of Filipino adults have college degrees, which is much higher than their ethnic and racial counterparts, U.S. Filipino youth have fewer postsecondary opportunities. Filipino immigrant and second-generation youth exhibit high…

This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary,…

This article is a summary of findings from an extensive review of literature of research on educational reform originating at or being supported by various systemic levels. The goal of this review was to gain a better understanding of the factors influencing the improvement of education for racially and linguistic minority youth. We report…

"Science Education and Student Diversity: Synthesis and Research Agenda" (Lee & Luykx, in press) analyzes and synthesizes current research on how racial/ethnic, cultural, linguistic, and socioeconomic variability affects science achievement among K-12 students who have traditionally been underserved by the education system. The book begins with…

After verifying that the federally supported Comprehensive School Reform Demonstration (CSRD) program schools in the 7 states studied had a disproportionately high English Language Learner (ELL) population, we examined the understandings and guidance about ELLs that was included by those states' state education agencies (SEAs) in the policy…

Reviews what is known about the overall effectiveness of Title I programs and discusses how Title I can become a more effective intervention. Makes three policy recommendations for fostering better research and better programs, centering on accountability, continued research and development, and randomized experimental studies of promising…

Discusses research on the influence of social resources, such as parent, teacher, and school support, on the resilient outcomes of children and adolescents. Findings from the studies considered show the importance of social resources and the need for effective programs of intervention. (SLD)

Summarizes research conducted by the Early Learning Program during the first 5 years of operation of the Center for Research on the Education of Children Placed At Risk (CRESPAR). Describes two integrated areas of research: practices that promote the development of language and literacy skills and systemic issues of school policy and teacher…

Summarizes findings of diverse multi-year studies conducted by the Systemic and Policy Research team of the Center for Research on the Education of Students Placed At Risk. Results of 16 projects and more than 300 case studies suggest that efforts to implement diverse reforms are more likely to succeed when educators at different levels share…

Used an ecological model to examine different factors impacting school completion and dropping out for Mexican American students, highlighting: the microsystem (individual settings), which emphasizes daily interactions represented by the family, the classroom, and peer relationships; the mesosystem (setting interactions); the exosystem (community…

Discusses the current status of research-based knowledge about young children's literacy experiences and describes efforts that are being made to bridge the gap between early-childhood education and high-quality schooling in the elementary years. (Author/SLD)

Reviews research on two programs designed to reduce dropout rates and four designed to increase college attendance among at-risk students in middle and high schools. Successful programs emphasized creating meaningful bonds between students and teachers, connecting students to the future, providing jobs and academic assistance, and giving students…

The effects of the School Development Program (SDP) of James Comer on a variety of student outcomes are reviewed in this summary of previous evaluations in SDP schools. Assessments of the quality of SDP implementation in schools in New York (New York), Washington (District of Columbia), and New Haven (Connecticut) are considered. (SLD)

Describes the current state of evidence of effectiveness for replicable programs available to elementary and middle schools serving many students placed at risk, and provides Title I schools with information on the instructional outcomes of programs they might consider to meet student needs. Characteristics of programs identified as effective are…

Describes how some schools are using funding from Title I, Part A of the Elementary and Secondary Education Act as amended by the Improving America's Schools Act of 1994 to apply technology in the schools. Reviews specific requirements for allocating funds in targeted assistance and schoolwide program schools. (SLD)