minority student achievement and the desired characteristics of equity programs in diverse schools...
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Minority Student Achievement and the Desired Characteristics
of Equity Programs in Diverse Schools with
Predominantly White Faculty
TCNJ Educational Leadership Immersion Program
Kathleen DeCristofaro
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Significance & ApplicationSignificance & Application
No Child Left Behind mandates schools that are
dependent on federal funding to address gaps
between student subgroups.
“100%proficient by 2014”
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Significance & ApplicationSignificance & Application
All programs supported by NCLB dollars must be research based and research supported…
…yet little research exists to support equity-based organizations and services.
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Purpose of the StudyPurpose of the Study
• Determine the characteristics of an exemplary equity program.
• Provide an analysis of the extent to which selected diversity and equity organizations’ public domain literature reflect the desired characteristics of exemplary programs.
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Step One
Develop a criterion tool to analyze equity program documents for the prevalence of desired characteristics of equity organizations.
MethodologyMethodology
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MethodologyMethodology
Step Two
Conduct a content analysis of the equity organizations’ web pages using the developed criterion.
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The Selected ProgramsThe Selected Programs
• Anti-Defamation League’s A WORLD OF DIFFERENCE® INSTITUTES
• Beyond Diversity Resource Center• Respecting Ethnic and Cultural
Heritage (REACH) Center• Seeking Educational Equity and
Diversity (SEED)• The People’s Institute for Survival
and Beyond
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The criterion tool…The criterion tool…
Fourteen criterion in five areas…1. Guiding Principles (3)2. Purposes (2)3. Processes (4)4. Personal/Professional
Development (2)5. Evaluation (3)
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FindingsFindingsPrograms contained a highhigh prevalence of these criteria:
• Guiding principle of a system-wide collaborative effort.
• Guiding principle of critical multiculturalism.
• Purpose of developing a non-racist, anti-discriminatory identity.
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high prevalence continued…
• Processes include a curriculum that addresses stereotyping, and assimilation.
• Processes include a curriculum that addresses differentiated and multicultural instruction.
• Professional development training components that includes the district phases of non-racist identity development.
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Programs contained a lowlow prevalence of these criteria:
• Guiding principle that it is an expectation among teachers that all students are capable of high academic achievement.
• A purpose of attaining academic achievement at high levels that is equitable between student subgroups.
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low prevalence continued…
• Processes that engage parents of minority students and the local minority community to promote collaboration.
• Processes that provide structural
academic support for minority students.
• Professional/personal development that includes cultural immersion experiences.
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low prevalence continued…
Evaluation (internal or external) of the programs’ services that measure….
• academic achievement
• student attitudes
• school personnel attitudes and practices
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DiscussionDiscussion
What do schools need to do?
Within the context of NCLB guidelines, do the conditions exist for these programs to be more widely implemented in schools?
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The key is evaluation and analysis…and attention.
It is our moral obligation to address educational inequity and to evaluate our own role in its legacy.
Thank you
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Questions