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ERIC Number: ED355783
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
The National Education Goals: Implications for African Americans and Other Minorities.
Simmons, Warren
Implications of the six National Education Goals for African Americans and other minority groups are discussed in a paper that summarizes the status of student competencies. The question posed is why the school reform movement thus far has had such a minimal impact on overall student achievement. The focus of the reform movement of the 1980s is reviewed, particularly the "new basics," school-based management and parental involvement, and the curricular content issue. It is suggested that in spite of the twin goals of equity and excellence in the early 1990s, the reform movement continues to ignore the educational circumstances of poor and minority students; the national goals cannot be reached without substantially raising the performance of minority students. National Assessment of Educational Progress (NAEP) and Scholastic Aptitude Test (SAT) trends are cited to illustrate the levels to which minority students lag behind white students, and similar differences are noted in grades and course/program enrollments. The minority education agenda for the 1990s, it is further suggested, should begin with the elimination of tracking and proceed to identify instructional opportunities that give minority students a fair chance at meeting world-class standards. In addition, for the national standards and assessment movement to survive, school delivery standards must receive as much attention as student content and performance standards. Examples of effective efforts include active learning, flexible scheduling, interdisciplinary team teaching, continuous assessment, and collaborative learning. Contains 35 references. (LB)
Publication Type: Reports - Descriptive; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A