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ERIC Number: ED304259
Record Type: RIE
Publication Date: 1988-Nov
Pages: 32
Abstractor: N/A
Reference Count: N/A
Toward More Effective Education for Poor, Minority Students in Rural Areas: What the Research Suggests. Education Policy.
Conklin, Nancy Faires; Olson, Thomas A.
This report summarizes recent research about the effective education of poor minority students in rural areas. Significant barriers to high student performance are briefly discussed and research findings about strategies designed to overcome these barriers and to lead to high performance are reviewed. Solutions for educating disadvantaged students should not be flawed by a "remedial and cultural deficit mentality," with low expectations for performance of disadvantaged students. Research suggests a new vision for educating these students incorporating these aspects: (1) high expectations by the family, community, and school; (2) active participation by parents and community; (3) instruction in not only basic skills but in learning-to-learn and thinking skills; (4) cultural sensitivity and relevance in materials and teaching practices; and (5) new teaching and grouping strategies such as mastery learning, cooperative learning, and peer tutoring. The following public policy issues raised by this new vision are presented: (1) the need for new partnerships with business, industry, and labor; (2) new policy perspectives on the relationship between equity and excellence; (3) the nature of accountability expectations of the schools; (4) options for implementing the need strategies; (5) long- versus short-range perspectives on strategies for change; and (6) the need for continuing governmental support as well as mandates. The underlying theme of the report is that effective education of the disadvantaged is a major social and economic issue, not just an educational one. This report contains a 77-item bibliography. (ALL)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. Center for National Origin, Race and Sex Equity.