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ERIC Number: ED266032
Record Type: RIE
Publication Date: 1986
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Racially Integrating College-Preparatory Math Classes--An Evaluation of a University-High School Partnership.
Culler, Katharyn
Evaluated was a three-year pilot project, the Academic Scholars Achievement Program. Its goals were: (1) to revitalize the college-preparatory mathematics program of two California high schools, and (2) to increase the number of minority students completing that program. Establishing collegial relationships between the faculties of the schools and the University of California at Berkeley, mathematics honors programs, active involvement by parents, and close working relationships with a Hispanic community were the four tasks involved. Only one school was evaluated, since the other was closed. The emotional climate at the school prior to the program's beginning is sketched, and the mathematics department and its course offerings are described. Then how each task was implemented is described and evaluated. Finally, the academic records of black students are examined, with analysis of the program's effect on their performance in mathematics classes and their persistence in taking mathematics. The evaluation is based on individual and group interviews and classroom observations. Problems with the honors programs and the parent component are noted, and the university-community relationships are briefly reported. The record of black students is discussed, and it is concluded that although the program was not successful in helping students who began in the slow track to move to the college-preparatory track, it did encourage schools to pay attention to the academic success rate of their minority students, encouraged students to contrive taking math, and created better communication between minority parents and school personnel. (MNS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: N/A