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ERIC Number: ED493793
Record Type: Non-Journal
Publication Date: 2006
Pages: 248
Abstractor: ERIC
ISBN: ISBN-0-8058-5688-9
Mathematics Education at Highly Effective Schools that Serve the Poor: Strategies for Change
Kitchen, Richard S.; DePree, Julie; Celedon-Pattichis, Sylvia; Brinkerhoff, Jonathan
Lawrence Erlbaum Associates (Bks)
This book presents research findings about school-level and district level practices and successful strategies employed in mathematics education by highly effective schools that serve high-poverty communities. It includes both the theory and practice of creating highly effective schools in these communities. In 2002 nine schools were selected in a national competition to participate in the Hewlett-Packard High Achieving Grant Initiative. As part of this Initiative, these schools participated in the research study this book reports. The study employed both qualitative and quantitative methodologies to examine school- and classroom-level factors that contributed to high achievement, particularly in mathematics. The goals of the study were two-fold: (1) to investigate the salient characteristics of the highly effective schools in which the research was conducted, and (2) to explore participating teachers' conceptions and practices about mathematics curriculum, instruction, and assessment. The schools described have much to teach about creating powerful learning environments that empower all students to learn challenging mathematics. Given the pressures of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessments. Following a foreword (W. Secada) and a preface, this book is divided into the following chapters: (1) An Overview of Schooling in High Poverty Communities; (2) Introduction to the Participating Highly Effective Schools; (3) High Expectations and Sustained Support for Academic Excellence; (4) YES College Preparatory School Case Study; (5) Challenging Mathematical Content and High Level Instruction; (6) Emerald Middle School Case Study; (7) The Importance of Building Relationships; (8) The Young Women's Leadership School Case Study; and (9) Looking Back and Some Recommendations for Further Research. Appended are: (1) Research Methods; (2) Classroom Observation Instrument; (3) Summary of Classroom Ratings; and (4) Participating Schools' Self-Reported Data on High-Achievement.
Lawrence Erlbaum Associates. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Fax: 201-760-3735; e-mail:; Web site:
Publication Type: Books; Reports - Research
Education Level: Middle Schools; Secondary Education
Audience: Students; Teachers; Administrators; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A