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ERIC Number: ED389806
Record Type: Non-Journal
Publication Date: 1995
Pages: 20
Abstractor: N/A
Reference Count: N/A
Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience--Promoting Strategies. Publication Series #95-9.
Wang, Margaret C.; Kovach, John A.
The impact of the changing macroecological characteristics of cities on school performance is explored, and what can be done to reduce the achievement shortcomings among urban students from ethnic and language minority backgrounds is considered. The increase in residential segregation and thereby educational segregation in urban schools is as much an economic as a social response to the decentralization of cities and the changing urban economic order. These changes, taken together, translate into a marked achievement gap between urban schools and the national norms. School success can be promoted by fostering resilience among urban youth. Two major guidelines derived from research and experience have received increasing attention for potentially reducing the risk factors associated with urban life. One is forging greater school connections with families and the community to support resilience development and student learning. The other is reducing educational segregation within the schools and implementing responsive and powerful instructional practices to ensure the learning success of every student. Specific strategies are presented to make the public schools inclusive and integrated. (Contains 48 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Temple Univ., Philadelphia, PA. National Education Center on Education in the Inner Cities.