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Zaff, Jonathan F.; Margolius, Max; Varga, Shannon M.; Lynch, Alicia D.; Tang, Catalina; Donlan, Alice E. – Journal of Education for Students Placed at Risk, 2021
Despite increases in the high school graduation rate in the United States, large disparities persist for English learners (ELs). These disparities are particularly important given that ELs are the fastest growing segment of the United States public school population. EL youth, though, are not a homogeneous population. Instead, EL youth speak many…
Descriptors: English Language Learners, High School Students, Graduation Rate, Academic Achievement
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Soland, James; Sandilos, Lia E. – Journal of Education for Students Placed at Risk, 2021
Due in part to the challenges associated with learning a new language, English language learners (ELLs) typically begin school with lower achievement than their non-ELL peers, and those achievement gaps often close slowly if at all. A separate body of research shows that achievement is associated with social-emotional learning constructs like…
Descriptors: English Language Learners, Self Efficacy, Achievement Gap, English (Second Language)
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Hofer, Gigi; Perry, Nancy E.; Mykkanen, Arttu; Brenner, Charlotte – Journal of Education for Students Placed at Risk, 2021
We examine youths' perceptions of their experiences in one of two senior alternative education programs. We used self-determination theory (SDT) as a sensitizing lens to specifically understand students' perceptions of whether and how their basic psychological needs--needs for autonomy, belonging, and competence--were fostered in the context of…
Descriptors: Student Attitudes, Self Determination, Nontraditional Education, Personal Autonomy
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DeMatthews, David E.; Izquierdo, Elena – Journal of Education for Students Placed at Risk, 2020
This qualitative case study is focused on one high-performing urban elementary school that worked to address inequities within the school and community for two decades partly through dual language education. This neighborhood public school has been one of the district's highest-performers for the prior 15 years, was one of the first schools in the…
Descriptors: Social Justice, School Effectiveness, Geographic Regions, Urban Schools
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Salisbury, Jason D. – Journal of Education for Students Placed at Risk, 2020
This qualitative case study demonstrates how anti-racist instructional leaders at Oakwood High School were able to leverage organizational improvement tools to support sustained school-wide teacher usage of culturally relevant practices. Findings demonstrate how leaders developed a web of organizational structures, routines, and artifacts that…
Descriptors: Culturally Relevant Education, High Schools, Instructional Leadership, Instructional Improvement
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Galloway, Mollie K.; Ishimaru, Ann M. – Journal of Education for Students Placed at Risk, 2020
The current study examined the role formal leaders can play in creating routines and practices to foster and sustain organizational leadership of equity-focused teams of educators, parents, and students in schools. Using a case study methodology, we explored how a Black female K-8 school leader steeped in social justice leadership work and a white…
Descriptors: Equal Education, Capacity Building, Principals, Social Justice
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Scanlan, Martin; Park, Haerin – Journal of Education for Students Placed at Risk, 2020
A key dimension to social justice leadership is building authentic partnerships with families and community-based organizations to confront educational inequities. Authentic partnerships are respectful alliances among educators, families, and community agencies that value building relationships, communicating across difference, and sharing power…
Descriptors: Stakeholders, Community Schools, Personal Narratives, Social Justice
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Irby, Decoteau J.; Meyers, Coby V.; Salisbury, Jason D. – Journal of Education for Students Placed at Risk, 2020
This introduction to the special issue "Improving Schools by Strategically Connecting Equity Leadership and Organizational Improvement Perspectives" establishes the need for and presents an overview of the issue's empirical research accounts of how anti-racist and social justice-oriented school leaders established organizational…
Descriptors: Educational Improvement, Equal Education, Leadership, Social Justice
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Baker, Ryan S.; Berning, Andrew W.; Gowda, Sujith M.; Zhang, Shizhu; Hawn, Aaron – Journal of Education for Students Placed at Risk, 2020
Dropout remains a persistent challenge within high school education. In this paper, we present a case study on automatically detecting whether a student is at-risk of dropout within a diverse school district in Texas. We predict whether a student will drop out in a future school year from data on students' discipline, attendance, course-taking,…
Descriptors: At Risk Students, High School Students, Dropout Prevention, Student Diversity
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Eugene, Danielle R. – Journal of Education for Students Placed at Risk, 2020
This multilevel study examined the effects of socioeconomic status (SES) and student perceptions of school climate on academic achievement at the student and school levels. Data used were from the Education Longitudinal Study of 2002. The sample included 9,518 students enrolled in 584 public high schools. The results revealed that student-level…
Descriptors: Models, Educational Environment, Socioeconomic Status, Student Attitudes
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Ginsberg, Ricki – Journal of Education for Students Placed at Risk, 2020
Using theories of positioning, emotion, and power as a lens, this study explores the lived experiences of a reader labeled as struggling who was enrolled in four different course contexts: traditional high school English, high school remedial reading, high school Young Adult Literature, and college English. Interview data suggests the participant…
Descriptors: Reading Difficulties, Power Structure, Labeling (of Persons), High School Students
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Plasman, Jay Stratte; Gottfried, Michael A.; Klasik, Daniel – Journal of Education for Students Placed at Risk, 2020
The ink from the reauthorization of the Perkins Act -- the federal policy governing career and technical education (CTE) -- in the summer of 2018 is still fresh. This much-needed update builds upon some of the major tenets of the 2006 version, including emphases on increasing the participation of low-income students in CTE and encouraging CTE…
Descriptors: STEM Education, Vocational Education, Low Income Students, Access to Education
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Drake, Sean J. – Journal of Education for Students Placed at Risk, 2020
Previous research in middle-class school districts has focused on "within-school" segregation but not "between-school" segregation. Drawing on two years of ethnographic fieldwork and 122 in-depth interviews with students, parents, and faculty in an affluent suburban school district, I find that students who struggle…
Descriptors: Equal Education, Advantaged, Suburban Schools, Academic Failure
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Farley, Kristin S.; Piasta, Shayne B. – Journal of Education for Students Placed at Risk, 2020
In the present study, we examined relations between children's language and literacy learning opportunities, initial skills, and maternal education. We assessed children's (n = 1,751 in 461 early childhood classrooms) initial language and literacy skills using standardized measures, and caregivers reported maternal education via questionnaires. We…
Descriptors: Early Childhood Education, Emergent Literacy, Mothers, Educational Attainment
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Reid, Tingting; Heck, Ronald H. – Journal of Education for Students Placed at Risk, 2020
Previous research examining the reading achievement of children speaking languages other than English at home has often grouped such children into one broad category at kindergarten entry--English learners (ELs). EL categorization and placement, however, can considerably underestimate the heterogeneity present among language minority children in…
Descriptors: Reading Achievement, English Language Learners, Elementary School Students, Family Characteristics
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