NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED486590
Record Type: Non-Journal
Publication Date: 2005-Sep
Pages: 4
Abstractor: ERIC
Reference Count: 4
ISBN: N/A
ISSN: N/A
High-Achieving Middle Schools for Latino Students in Poverty. Research Brief
Davis, Jesse D.
Center for Comprehensive School Reform and Improvement
The study investigates what practitioners are doing to create effective middle schools for Latino students (the Latino student population in seven of the nine schools was more than 90 percent). The study includes a literature review that places itself within the larger context of research literature. The study?s research findings are organized into six areas that encompass the 57 characteristics of effective schools identified by the study's authors: school leadership, teacher expertise and relationships, Latino culture and second language issues, organizational structure, curriculum and instruction, and community and parent involvement. This research brief describes the study's findings in each of the six areas and indicates how the success of these schools can be replicated. In addition, the authors identify a seventh area that is arguably more difficult to replicate: coherence. The challenges to the approaches suggested in this study of the characteristics of middle schools in which poor and Latino students make substantial achievement gains are many. From classrooms to the resources necessary to create the nurturing environments in middle schools, it is plain that there are no easy solutions. [This report produced by the Center for Comprehensive School Reform and Improvement.]
Center for Comprehensive School Reform and Improvement, 1825 Connecticut Avenue NW, Washington, DC 20009-5721.
Publication Type: Information Analyses
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Southwest Educational Development Lab., Austin, TX.Education Development Center, Inc., Cambridge, MA.; Southwest Educational Development Corp., Austin, TX.; Academy for Educational Development, Inc., New York, NY.; Department of Education, Washington, DC.
Authoring Institution: Center for Comprehensive School Reform and Improvement, Washington, DC.