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ERIC Number: ED483175
Record Type: Non-Journal
Publication Date: 2004
Pages: 26
Abstractor: Author
Reference Count: 14
ISBN: N/A
ISSN: N/A
Challenging the Achievement Gap in a Suburban High School: A Multimethod Analysis of an Adolescent Literacy Initiative
Diamond, John B.; Corrin, William J.; Levinson, Judith
US Department of Education
A substantial body of research has sought to explain racial achievement gaps in education (Ogbu, 2003; Lee, 2002; Jencks & Phillips, 1998; Ferguson, 1998a; Ferguson, 1998b). Although these gaps narrowed between 1970 and 1988 (Lee, 2002), they began to increase after that time. Most often, research exploring the gap has examined the relative influence of various factors exogenous to schools (e.g., students? race, social class, peer culture, and home environments) or school and classroom organizational factors (e.g., tracking and teachers? expectations of students). Much less research has examined the impact of school-based interventions designed to address directly the racial gaps in achievement. In this paper, the authors examine the impact of an adolescent literacy intervention intended to accelerate the learning of ninth-and 10th-grade students, particularly African-American students, who struggle with reading comprehension. This strategy combines an instructional intervention and a focus on building positive teacher-student relationships designed to enhance student achievement.
Learning Point Associates, 1120 East Diehl Rd., Suite 200, Naperville, IL 60563-1486. Tel: 800-356-2735 (Toll Free); Web site: www.learningpt.org.
Publication Type: Reports - Research
Education Level: Grade 10; Grade 9
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: North Central Regional Educational Lab., Naperville, IL.