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ERIC Number: EJ767494
Record Type: Journal
Publication Date: 2007-Jun-14
Pages: 3
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1557-5411
"Helping Smart Kids Get Smarter"
Harney, John O.
Diverse: Issues in Higher Education, v24 n9 p16-18 Jun 2007
The top end of the education achievement gap is a chasm. Few Black and Hispanic students score over 1200 on the SAT, fewer enroll in selective colleges, and fewer still earn advanced degrees. Yet education reforms and media attention focus overwhelmingly on the lower end of the divide, preoccupied with students meeting minimum standards. In this article, the author discusses ways to increase the motivation of high-potential minority students and bridge the chasm at the top. For five years, Nellie Mae Education Foundation's Minority High Achievement (MHA) initiative has supported efforts to increase the number of motivated New England minority students who achieve at high levels in secondary school and go on to attend and succeed at selective colleges and graduate programs. The foundation's strategy is "pull up from the top," rather than "push up from the bottom." The foundation is not trying to help all students do a little better. It wants to grow the "leadership class" of students of color and help them develop the skills and the clout to open doors for other students behind them. The MHA initiative also supports programs that provide ongoing tutoring and advising to help minority students navigate the sometimes foreign environment of a four-year college. Still, one major challenge remains: how to serve large numbers of minority students, not just the fortunate few.
Cox, Matthews and Associates. 10520 Warwick Avenue Suite B-8, Fairfax, VA 20170. Tel: 800-783-3199; Tel: 703-385-2981; Fax: 703-385-1839; e-mail: subscriptions@cmapublishing.com; Web site: http://www.diverseeducation.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut; Maryland; Massachusetts