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58 .
Anderson, S., Fitzgerald, R., Bugarin, R., Calderon, S., Porter, K., and Medrich, E.
2004.
Gaining ground: High schools closing the achievement gap .
This report presents the results of an analysis of state assessment data designed to identify high schools that
are closing the achievement gap between African-American and Hispanic students, on one hand, and white students on the other. The analysis was conducted on data provided by ten states (Arkansas, California, Delaware, Indiana, Kentucky, Missouri, Oregon, South Carolina, Texas, and Wisconsin) and the District of Columbia.
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66 .
Baker, B., Sciarra, D., and Farrie, D.
2010.
Is school funding fair? A national report card .
This report posits that fairness depends not only on a sufficient level of funding for all students, but also the provision of additional resources to districts where there are more students with greater needs. The National Report Card rates the 50 states on the basis of four separate, but interrelated, “fairness indicators” – funding level, funding distribution, state fiscal effort, and public school coverage.
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67 .
Balfanz, R., Almeida, C., Steinberg, A.., Santos, J., and Fox, J.
2009.
Graduating America: Meeting the challenge of low-graduation rate high schools .
The federal government has a once-in-a-generation opportunity to stimulate significant progress in solving the nation’s graduation crisis, according to this report from Jobs for the Future and the Everyone Graduates Center.
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70 .
Barnett, W., Epstein, D., Friedman, A., Sansanelli, R., and Hustedt, J.
2009.
The state of preschool 2009: State preschool yearbook .
The annual survey of state-funded preschool programs shows a slow down in progress in all three key dimensions- enrollment, quality standards and resources. This is a reflection of the impact of the recession, which not only has detrimental effects on young children, but also hinders early education opportunities that may buffer these negative effects.
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74 .
Bauman, G., Bustillos, L., Bensimon, E., Brown, M., and Bartee, R., .
2004.
Achieving equitable educational outcomes with all students: The institutions' roles and responsibilities .
Addresses the role of institutional deficits in failing to achieve equality in education for racial and ethnic minority groups.
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88 .
Bhargava, A., Frankenberg, E., and Le, C.
2008.
Still looking to the future: Voluntary K-12 student integration: A manual for parents, educators, and advocates .
In 2005, The Civil Rights Project issued the first edition of this Manual, entitled Looking to the Future: Voluntary K-12 School Integration. This second edition of the
Manual is designed to provide new information, following the Court’s ruling, on what parents, students, community activists, school board members, administrators, and attorneys—can and should do to promote diversity and avoid racial isolation in schools.
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96 .
Bloom, H., Thompson, S., Unterman, R., Herlihy, C., and Paine, C.
2010.
Transforming the high school experience: How New York City's new small schools are boosting student achievement and graduation rates .
This report presents encouraging findings, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students.
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97 .
Bodily, S., McCombs, J., Orr, N., Scherer, E., Constant, L., and Gershwin, D.
2010.
Hours of opportunity: Lessons from five cities on building systems to improve after-school, summer school, and other out-of-school time programs .
The Wallace Foundation established an out-of-school (OST) learning initiative to fund OST system-building efforts
in five cities: Boston, Chicago, New York City, Providence, and Washington, D.C. In January 2008, The Wallace Foundation asked the RAND Corporation to document the progress of these cities toward their goals and to examine the development and use of management information
systems to track participation.
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100 .
Bozick, R., Lauff, E., & Wirt, J.
2007.
Education longitudinal study of 2002 (ELS:2002): A first look at the initial postsecondary experiences of the high school Sophomore class of 2002 .
This report presents key data from the 2006 round of interviews of students from the longitudinal study of students who were high school sophomores in 2002. The data presented is disaggregated by race, gender, and family income, among other factors, and includes percentages of students who received a high school diploma, along with information about when and if students enrolled in higher education, and what type of higher education students enrolled in.
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105 .
Bridgeland, J., Balfanz, R., Moore, L., and Friant, A.
2010.
Raising their voices: Engaging students, teachers, and parents to help end the dropout epidemic .
In fall 2009, Hart Research conducted dialogues on behalf of the AT&T; Foundation at four public high schools
across the country—one each in Indianapolis, Indiana; Kingsport, Tennessee; Dallas, Texas; and Baltimore, Maryland. The impetus for these discussions was to explore key disconnects revealed in the three surveys and to provide greater context and understanding of the ?ndings from those studies through a forum for students, parents, and teachers to share their perspectives, opinions, and hypotheses related to the dropout problem.
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112 .
Cabrera, A., Nora, A., Terenzini, P., Pascarella, E., Hagedorn, L.
1999.
Campus racial climate and the adjustment of students to college: A comparison between white students and African-American students .
Examines the effects of perceptions of prejudice and discrimination on African American and white student adjustment to college, according to four assertions made in literature addressing the issue.
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113 .
Cabrera, A., Prabhu, R., Deil-Amen, R., Terenzini, P., Lee, C., and Franklin, R.
2003.
Increasing the preparedness of at-risk students .
Examines the effects of comprehensive intervention programs on students' college preparedness.
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181 .
Cruce, T, Gonyea, R, Kinzie, J, Kuh, G, and Shoup, R.
2006.
Connecting the dots: Multi-faceted analyses of the relationships between student engagement results from the NSSE, and the institutional practices and conditions that foster student success .
Report that examines the connection between student engagement and success in college for students from different racial and ethnic backgrounds.
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192 .
Deschenes, S., Arbreton, A., Little, P., Herrera, C., Grossman, J., Weiss, H., and Lee, D.
2010.
Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time .
Given the potential of city-level Out-of-School-Time (OST) initiatives to support participation, and against the national backdrop of inequitable access to quality OST programs for older youth from disadvantaged communities, The Wallace Foundation commissioned this research study. To
understand how to promote sustained participation in OST programs, this study examined the program characteristics—both program practices and structural features—associated with high participation and retention that were employed by OST programs, primarily serving disadvantaged youth, in six cities that have worked toward building OST initiatives.
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300 .
Gardenhire-Crooks, A., Collado, H., Martin, K., Castro, A., Brock, T., and Orr, G.
2010.
Terms of engagement: Men of color discuss their experiences in community college .
This study draws on the experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four Achieving the Dream institutions to find out more about what affects the success of men of color in community college.
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319 .
Gwynne, J., Lesnick, J., Hart, H., and Allensworth, E.
2009.
What matters for staying on-track and graduating in Chicago public schools: A focus on students with disabilities .
Freshman year course performance—more than background characteristics such as race, gender, socioeconomic status or prior achievement—predict which students with disabilities are most at risk for dropping out of high school, according to this report.
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343 .
Horwitz, A., Uro, G., Price-Baugh, R., Simon, C., Uzzell, R., Lewis, S., and Casserly, M.
2010.
Succeeding with English language learners: Lessons learned from the Great City Schools .
This study asks: Are some school districts making progress in teaching English Language Learners (ELLs)? If so, what are these districts doing that others are not?
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377 .
Kamanzi, P., Doray, P., Murdoch, J., Moulin, S., Comoe, E., Groleau, A., Leroy, C., and Dufresne, F.
2009.
The influence of social and cultural determinants on post-secondary pathways and transitions .
The study attempts to answer the following
questions:
1. What influence do characteristics of social and
cultural relatedness have on the decision whether
to continue education after secondary school?
2. How do those characteristics influence postsecondary
persistence and pathways (linear or discontinuous)?
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387 .
KewalRamani, A., Gilbertson, L., Fox, M., & Provasnik, S.
2007.
Status and trends in the education of racial and ethnic minorities .
This report provides an overview of the available statistical information on minorities in education, from pre-K through postsecondary and educational outcomes data.The report finds that over the past quarter century, minority students have made gains in key education areas, such as completing high school and earning a college degree. However, gaps in academic performance persist between students of most minority groups and White students.
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410 .
Livingston, G., Parker, K., and Fox, S.
2009.
Latinos online, 2006-2008: Narrowing the gap .
From 2006 to 2008, internet use among Latino adults rose by 10 percentage points, from 54%1 to 64%. In comparison, the rates for whites rose four percentage points, and the rates for blacks rose only two percentage points during that time period.
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448 .
Miron, G., Urschel, J., Mathis, W., and Tornquist, E.
2010.
Schools without diversity: Education management organizations, charter schools, and the demographic stratification of the American school system .
Whether charter schools will increase segregation in
schools and, ultimately, in society is an important and
hotly contested question. Charter proponents point to
the high enrollments of minority and economically disadvantaged pupils in charter schools, compare them
with overall state enrollment percentages, and contend
that charter schools are integrative. Opponents
explain these enrollment levels by noting the high minority and poverty concentrations in the urban areas where
charter schools are centered. They quote other research suggesting that the schools exacerbate existing segregation.
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464 .
Nagaoka,J., Roderick, M., and Coca, V.
2009.
Barriers to college attainment: Lessons from Chicago .
Several barriers face students, particularly urban, minority students, as they attempt to bridge the
gap between their educational aspirations and college degree attainment. This paper examines these barriers by drawing on the findings from a multi-year research project at the Consortium on Chicago School Research, or CCSR, at the University of Chicago that is studying the college qualifications, enrollment, and graduation patterns of
Chicago graduates and examining the relationships among high school preparation, support, college choice, and postsecondary outcomes.
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504 .
Oakes, J., Rogers, J., Silver, D., Valladares, S. Terriquez, McDonough, P., Renee, M., and Lipton, M.
2006.
Removing the roadblocks: Fair college opportunities for all California students .
This report looks closely at the distribution of these scarce resources. It finds that within California’s underresourced education system, resources are not distributed equally: White and Asian students receive considerable college-preparation advantages that African Americans, Latinos, and American Indian students do not.
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546 .
Posselt, J., Bastedo, M., Jaquette, O., and Bielby, R.
2010.
Access without equity: Longitudinal analysis of institutional stratification by race and ethnicity: 1972-2004 .
While expanding postsecondary enrollment since the mid 20th century has been well documented in prior research, we have less clarity on how individuals are allocated to different types of post-secondary institutions. In this paper, using a dataset constructed from four NCES databases (NLS, HSB, NELS and ELS), the authors track changes since 1972 in recent high school graduates’ enrollment in postsecondary institutions of varying selectivity.
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584 .
Santiago, D., Kienzl, G., Sponsler, B., and Bowles, A.
2010.
Ensuring America's future: Federal policy and Latino college completion .
Achieving the nation's educational attainment goals is impossible without significant improvements in the postsecondary completion rates of Latino students. Taking into account the current population projections, educational attainment levels, and economic reality, this brief aligns a focus on Latino college degree completion with federal policy to address the emerging national agenda to accelerate degree completion.
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590 .
Scheurich, J., Skrla, L., Mckenzie, K., and Richardson, J.
2009.
Background and context for equity audits .
Equity audits are a systematic way for school leaders—principals, superintendents, curriculum directors, teacher leaders—to assess the degree of equity or inequity present in three key areas of their schools or districts: programs, teacher quality, and achievement. This chapter from the book "Using Equity Audits to Create Equitable and Excellent Schools" describes and discusses equity audits with an emphasis on detail and practicality.
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614 .
Stancavage, F., Mitchell, J., Bandeira de Mello, V., Gaertner, F., Spain, J., and Rahal, M.
2006.
National Indian education study part II: The educational experiences of fourth- and eighth-grade American Indian and Alaska Native students .
This report presents results from a national survey, conducted in 2005, that examined the educational experiences
of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities.
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618 .
Sum, A., Khatiwada, I., McLaughlin, J., and Palma, S.
2009.
The consequences of dropping out of high school: Joblessness and jailing for high school dropouts and the high cost for taxpayers .
This study tracks the employment, workplace, parenting and criminal justice experiences of young high school dropouts.
On any given day, about one in every 10 young male high school dropouts is in jail or juvenile detention, compared with one in 35 young male high school graduates.
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623 .
Swaner, L., and Brownell, J.
2008.
Outcomes of high impact practices for underserved students: A review of the literature .
This literature review examines the known outcomes of five high-impact practices – learning communities, service-learning, undergraduate research, first-year seminars, and capstone courses and projects – for underserved student populations, namely underrepresented minorities, low income
students, and first-generation college students.
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679 .
Uzzell, R., Simon, C., Horowitz, A., Hyslop, A., Lewis, S., and Casserly, M., .
2010.
Beating the odds: Analysis of student performance on state assessments and NAEP: Results from the 2008-09 school year .
The Council of the Great City Schools has prepared this ninth edition of Beating the Odds to give the nation an in-depth look at how big city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in mathematics and
reading from spring 2006 through spring 2009.
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681 .
Vaade, E., Connery, J., and McCready, B.
2010.
Promising practices: What works in the Midwest: New approaches to improving college access, persistence, and success: Three exemplary postsecondary opportunity programs .
This report provides examples of what is working, how it is working, why it works, and obstacles
that have been overcome to achieve success. Reaction and analysis of lessons learned can motivate and inspire further ideas and insights, leading to creative “break through” practices. At the same time, avoiding the pitfalls and detours suffered by others saves not only time and money but also conserves energy to focus on other areas needing attention.
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682 .
van Stolk, C., Tiessen, J., Clift, J., and Levitt, R.
2007.
Student Retention in Higher Education Courses .
This paper compares management of higher education student retention in the United Kingdom, Australia, Ireland, the Netherlands, and the United States, including an examination of any special policies focused on the retention of disadvantaged groups.
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697 .
Whitehurst, G., and Croft, M.
2010.
The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education .
With the Obama administration proposing hundreds of millions of dollars of new federal funding for Promise Neighborhoods, with the shape of the reauthorization of the Elementary and Secondary Education Act under influence from the Broader, Bolder philosophy, and with the academic future of a generation of poor children on the line, this report asks whether the Harlem Children's Zone (HCZ) works, and whether it works as advertised.
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700 .
Wirt, J., Choy, S., Provasnik, S., Rooney, P.,Sen, A. and Tobin, R.
2003.
The condition of education 2003 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2003 print edition includes 44 indicators in six main areas.
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701 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S. and Tobin, R.
2002.
The condition of education 2002 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas.
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702 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S., Tobin, R. and Glander, M.
2001.
The condition of education 2001 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas.
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703 .
Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A. and Tobin, R. .
2004.
The condition of education 2004 .
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas.
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