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ERIC Number: ED472642
Record Type: RIE
Publication Date: 2003
Pages: 112
Abstractor: N/A
ISBN: ISBN-0-7619-4546-6
Leveraging Resources for Student Success: How School Leaders Build Equity.
Burke, Mary Ann; Baca, Reynaldo; Picus, Lawrence O.; Jones, Cathy E.
As schools become more culturally diverse, it is critical for principals and teachers to enact policies and procedures that ensure effective interactions among students and their teachers. This guide offers ways to ensure equitable access to quality education for all students, regardless of socioeconomic status or cultural heritage. Its intent is to create a new level of understanding for principals and teacher on how to best help all students reach their highest potential. Chapter 1 describes effective strategies that have been used to help economically challenged and racially diverse students. Chapter 2 describes social-justice practices, values, beliefs, and goals that can increase access to educational services. Chapter 3 contains practices of schools and communities working together to eliminate racial and economic disparities among students. Chapter 4 describes how to leverage and distribute resources among diverse student populations. Chapter 5 discusses program-evaluation instruments and includes sample evaluations that can authentically measure changes in students' academic performance. Chapter 6 summarizes strategies for responding to the diverse needs of students and provides examples of how a community-supported school can enhance the academic and career-development needs of all students. The guide contains numerous checklists, worksheets, and forms; an index; and 44 references. (WFA)
Corwin Press Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-4546-6, $24.95; hardcover: ISBN-0-7619-4545-8, $55.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site:
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A