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Implementing Goal Five: Resources for Civil Rights

Please order these items directly from the sources listed. Prices listed may have changed.

A-Gay-Yah: A Gender Equity Curriculum for Grades 6-12. American Indian Resource Center Tahlequah, Oklahoma. order from WEEA Publishing Center, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02160. This curriculum is designed to assist teachers to provide an equal chance at learning for females and males, open students options to learn subjects and prepare for future education, jobs and careers, place no limits on expectations due to gender, encourage both genders equally to develop, achieve and learn, treat male and female students equally.

Mel Ainscow, ed., Effective Schools for All , David Fulton Publishers, London. 1991. Available from Paul H. Brookes Publishing Co. Inc., P.O. Box 10624, Baltimore, Maryland 21285-0624. $28.00. This collection of essays addresses special education, school improvement, classroom processes and effective teaching. The overall theme is that current policies for dealing with special needs in education are often based on theories about deficits in the child and tend to work to the detriment of the pupils they serve. Progress is dependent upon a recognition that difficulties experienced by pupils come about as a result of the way schools are organized and the forms of teaching that are provided. Consequently, the aim must be to reform schools in ways that make them responsive to pupil diversity. Consideration of difficulties experienced by pupils and teachers can provide an agenda for such reforms and insights into how they might be achieved. This approach is only possible in contexts where there exists a culture of collaboration that encourages and supports problem solving. Such cultures will facilitate the learning of all pupils and teachers.

Judy Bishop, ed., Multicultural Educational Programs That Work: Including ESOL/LEP Programs, Florida Department of Education, School Improvement Resource Center. Each program offered for consideration in this directory addresses one or more of the National Education Goals. While most programs focus on the core subject areas, others offer teacher improvement effective schooling strategies. This compilation includes programs that provide multicultural and global education, programs that relate to multicultural themes or to issues involved in teaching culturally diverse populations. There are also programs designed specifically for the students of English for Speakers of Other Languages (ESOL) or the Limited English Proficient (LEP) student.

Jomills Henry Braddock, II and Robert E. Slavin, Why Ability Grouping Must End: Achieving Excellence and Equity in American Education, Center for Research on Effective Schooling for Disadvantaged Students; John Hopkins University, September 1992.

Janice Earle, Counselor/Advocates: Keeping Pregnant and Parenting Teens in School, National Association of State Boards of Education, 1990. NASBE ran a three year demonstration project testing the effects of using counselor / advocates to help pregnant and parenting teens stay in school by providing services such as attendance tracking, access to services and personal support. Major themes from the research are that pregnant and parenting teens are still largely invisible and encouraged to go to alternative schools or to leave school. Schools must provide a variety of services such as on-site child care, health services, and academic alternatives if they want to keep pregnant and parenting teens in school. There must be personnel in school buildings who can negotiate both inside and outside the school system to ensure students access to services they need.

Educating Urban Minority Youth: Research on Effective Practices, Northwest Regional Educational Laboratory; 101 S.W. Main Street, Suite 500, Portland, Oregon 97204 (503) 275-9500. This paper provides a review of some key documents from the large and complex body of literature on educating ethnic and racial minority students in the nations' urban schools. Research is presented on effective schooling, urban minority students, harmful education practices, etc.

Every Child Can Succeed. A Tool Kit for School Progress. AIT, Box A, Bloomington, Indiana 47402-0120. (812) 339-2203. AIT, with the support of the Council of Chief State School Officers, identified eight schools from the United States and Canada thriving in spite of conditions as bad as any in North America. The demographics and socioeconomic statistics would seem to guarantee failure i.e.: last in test scores, highest in absenteeism, and worst in discipline problems. However, these schools are beating the odds-children are learning, parents are participating, teachers are exceeding their goals and administrators are optimistic. Find out what they are doing right. In-depth visits inside each of these schools, detailed analyses of the elements.

Beverly Faulk and Linda Darling Hammond, The Primary Language Record at P.S. 261, National Center for Restructuring Education, Schools, and Teaching, 1993. Order from Columbia University / Teachers College, Box 110, New York, NY 10027. $8.00. This is a study of how the Primary Language Record (PLR) influenced teaching and learning at one school in New York City. The primary language record is a vehicle for systematically observing students in reading, writing, speaking and listening, using classroom events and samples of their work as the basis for recording their progress and interests. One of the more interesting sections is on how using the PLR fosters support and sensitivity for family cultures and languages.

The Good Common School-Making the Vision Work for All Children, The National Coalition of Advocates for Students (NCAS). Order from NCAS, 100 Boylston Street, Suite 737, Boston, MA 02116-4610. NCAS is a coalition of 22 experienced child advocacy groups in 14 states that works to achieve equal access to a quality public education for most vulnerable students particularly those who are poor, children of color, recently immigrated, or differently abled.

Madeline Green, ed., Minorities on Campus, American Council on Education. This handbook is designed to assist educators in increasing minority participation and making campuses hospitable to minority faculty, students and staff. It describes strategies based on experiences and successes. The handbook urges three major principles: leadership from trustees and the president that is both symbolic and practical; an approach that integrates minority participation into the mission and the workings of the institution; and institutional changes so that the culture of the institution becomes multicultural and the burden of accepting it is shared by all.

Linda Darling Hammond, Standards of Practice for Learner-Centered Schools, National Center for Restructuring Education, Schools, and Teaching (NCREST), July 1992. Available from NCREST, Teachers College, Columbia University, New York, NY 10027. $8.00. New York State has developed a set of standards and measures for student performance that "do justice to the diversity and complexity of human learning and performance" and that encourage teaching that fosters higher order skills and capabilities. Standards are in three categories: standards for equitable access, standards for professional practice, and standards for accountable school functioning. Includes a discussion of why "outcome standards "are not enough.

Bessie C. Howard, Learning to Persist: Persisting to Learn, Mid-Atlantic Center for Race Equity, 1987. Order from Mid-Atlantic Equity Center, 5010 Wisconsin Avenue, NW, Suite 310, Washington, DC 20016. (202) 885-8536. This pamphlet explains the role that persistence plays in learning, some reasons why some students are able to persist while other s are not, and cultural / socioeconomic differences that may influence the ability to persist in a way that the school environment recognizes. Other traits that are related to persistence such as achievement, motivation, locus of control, learning styles, culture, ethnicity, and class, disruptive or delinquent behavior are discussed. There is a chapter devoted to instructional systems that encourage persistence. This is a well written, informative contribution to the discussion of ways to address the underachievement of many students.

Mindy Kornhaber and Howard Gardner, Varieties of Excellence: Identifying and Assessing Children's Talents, National Center for Restructuring Education, Schools and Teaching, 1993. $8.00. This paper examines what excellence is, how we measure it and how we create optimum conditions for students to achieve it. The authors maintain that human beings possess a varied array of mental competences, strengths or intelligences, that they combine and call on in various ways to achieve excellence. Those who are deemed excellent have developed their competences in meaningful contexts over an extended period of time. Much of this study is based on Gardner's theory that human beings possess seven autonomous intelligences: Linguistic, logical, mathematical, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal.

Crystal Kuykendall, Ed.D., J.D., Improving Black Student Achievement, Mid-Atlantic Equity Center, 1989. Order from Mid-Atlantic Equity Center, 5010 Wisconsin Avenue, NW, Suite 310, Washington, DC 20016. (202) 885-8536. This booklet is a practical tool for educators to use in developing and utilizing strategies to overcome poor student self image, and to improve student achievement. It covers the importance of self-image development, how it relates to the achievement of all students in general and black students in particular. Kuykendall describes institutional, organizational, and individual behavior that contributes to low academic self-image among black students. and includes a list of behaviors (for which children are usually punished) that signal low academic self image.

Learner Centered Psychological Principles: Guidelines for School Redesign and Reform, Presidential Task Force on Psychology in Education. January 1993. Available from American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242. This document presents twelve learner centered psychological principles that pertain to the learner and the learning process and then discusses the implications of these principles for school redesign and reform in the areas of instruction, curriculum, assessment, instructional management, teacher education, parent and community involvement, and policy implications. Finally it lists 15 "learner centered principles of assessment." Although this document is jargon laden, it's very interesting. One of the final 15 principles is opposition to a national achievement test because "it would not do justice to the diversity of student's accomplishments in this heterogeneous and multicultural society."

James J. Lyons, Legal Responsibilities of Education Agencies Serving National Origin Language Minority Students, National Origin Desegregation Assistance Center, The Mid-Atlantic Equity Center., 5010 Wisconsin Avenue, NW, Suite 310, Washington, DC 20016. (202) 885-8536. Call for price This document provides an excellent chronological description of legislation, court decisions, and regulations which govern the provision of education to language minority-minority students. It begins with Title VI and ends with Y.S. v. School District of Philadelphia and its impact on language minority students and special education.

Barbara Means, Carol Chelmer and Michael S. Knapp, eds., Teaching Advanced Skills to At-Risk Students: Views from Research and Practice, Jossey-Bass Publishers. San Francisco, 1991. Available from Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, California 94104. $26.95. This book is a collection of instructional models for teaching advanced skills to at-risk students based on stressing student's intellectual resources rather than deficits, and providing all students with complex, meaningful problems which require the application of thinking strategies. Chapters cover arithmetic, mathematics, reading, and writing. Some of the most interesting chapters cover the school as a community of inquiry, (rather than an assembly line) and "cognitive apprenticeship." The last chapter addresses the issues schools will face when implementing the models described in the earlier chapters. Authors include Elizabeth Fenema and Lauren Resnick.

Jeannie Oakes, Multiplying Inequalities: The Effects of Race, Social Class and Tracking on Opportunities to Learn Mathematics and Science, The Rand Corporation, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90406-2138. This study examines the distribution of opportunities to learn math and science in elementary and secondary schools by examining what science and math are being taught to which students, how, by whom, and under what conditions. Findings are that teachers have low expectations of poor children and minority children; low-income, minority, and low-ability students have less access to math and science knowledge; they have fewer material resources available to help them learn; their classrooms are less engaging and their teachers are less qualified. The author suggests that states, districts and schools should be held accountable for equalizing opportunity.

William P. O'Hare, America's Minorities-The Demographics of Diversity, Population Bulletin Vol. 47, No. 4, Population Reference Bureau, Inc., December 1992. Available from Population Reference Bureau, Inc., 1875 Connecticut Avenue, N.W., Suite 520, Washington, DC 20009-5728. $7.00. This report contains the demographic and socioeconomic characteristics of the four largest racial and ethnic minority groups in the U.S., African American, Hispanic, Asian/Pacific Islander, and American Indian, with each other and with the white population.

Harvey C. Parker, Ph.D., The ADD Hyperactivity Handbook for Schools, Impact Publications, Inc., 1992. Oder from Impact Publications, Inc., 300 NW 70th Avenue, Plantation Florida 33317 (305) 792-8944. $25.00. A handbook for educational administrators, school psychologists, guidance personnel, exceptional education specialists, and special and regular education teachers. The first part of the book covers ADD generally and such things characteristics of children with ADD, presumed causes, methods of assessment, treatments, etc. The second section of the book discusses ADD in relationship to education, covering such areas as teaching strategies, teacher/parent partnerships, and classroom accommodations. Clearly written and full of good information.

A Profile of American Eighth-Grade Mathematics and Science Instruction, National Center for Education Statistics, U.S. Department of Education, Office of Educational Research and Improvement. June 1992. Available from the U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. NCES 92-486. $7.00. This is part of the National Educational Longitudinal Study (NELS:88). This report profiles the mathematics and science instruction received by eighth graders in 1988. it presents a descriptive Profile of math and science instruction in eighth grade classes, describes differences in the instructional conditions of for various types of students and different types of schools, and relates instructional conditions to student achievement. Several policy questions are addressed, including "Do students from different backgrounds (socio-economic and racial-ethnic) have equal access to quality teachers and instructors? The results of this study support the findings in Oakes research. In this study low SES and minority students were found much more likely to report attending remedial math classes and were less likely to report participating in science classes where frequent experiments were conducted. Also, low-SES and minority students had math and science teachers with the least amount of experience.

A Profile of Parents of Eighth Graders, National Center for Education Statistics, U.S. Department of Education, Office of Educational Research and Improvement, June 1992. Available from the U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. NCES 92-488. Another document from the National Educational Longitudinal Study (NELS:88), this report provides a very interesting picture of parental participation, expectations, and involvement in their children's schools. Within socioeconomic groups black parents tended to report greater participation than did parents of white children. More than two thirds of all parents expected their eighth graders to attend college; 20 percent expected their eighth grader to earn an advanced degree. Low SES students had less likelihood of dropping out when their parents regularly discussed future educational plans with them, monitored their television watching, or restricted the number of hours they could watch, or attended PTA meetings.

Bernice Resnick Sandler and Ellen Hoffman, Teaching Faculty Members to be Better Teachers: A Guide to Equitable and Effective Classroom Techniques, Association of American Colleges (AAC), 1992. Order form AAC, 1818 R Street, NW, Washington, DC 20009. $10.00. Information and step by step planning for conducting a workshop to help faculty members assess how they treat male and female students differently and how their classrooms can become more equitable for all students. The video Breaking the Silence: Equity and Effectiveness in College Teaching has been developed for use in the workshop to illustrate classroom behaviors. The video tape is available from NAK Productions, 1422 Fenwick Lane, Silver Spring, MD 20910 (301) 565-0355. $195.00.

Shortchanging Girls Shortchanging America, American Association of University Women, 1991. The AAUW initiative for Educational Equity has developed this report to "challenge parents, teachers, business leaders, public officials and opinionmakers to address the issue of how schools must help girls grow into women capable of making the most of their talents and potential." The results of a survey of 3000 boys and girls ages 9-15, which examined their comparative levels of self esteem, career aspirations, and interest in math and science, are combined with the responses of a Roundtable on Educational Equity. Good data source, very quotable. Includes a series of bullet statements outlining Myra Sadkers findings on teacher responses to boys and girls.

Robert Slavin and Renee Yamplosky, Success for All: Effects on Language Minority Students, Johns Hopkins, This is a study of the results of the first two years of the "Success for All" elementary restructuring program in grades K-3 of the Key Elementary School. In the first year 52% of the students were form Asian backgrounds, in the second 60%. Almost all enter the school in kindergarten speaking little or no English. Findings are that students who begin their reading in the program show greatest results; the effects of the program are greatest for low achievers; and integrating ESL services and staff with the beginning reading program increases reading and language proficiency for LEP students.

Orlando L. Taylor, Ph.D., Cross Cultural Communications: An Essential Dimension of Effective Education, Mid-Atlantic Center for Race Equity, 1987. Order from Mid-Atlantic Equity Center, 5010 Wisconsin Avenue, NW, Suite 310, Washington, DC 20016. (202) 885-8536. This booklet begins with a quiz which will allow the reader to identify her own knowledge of culture, communication and language. The quiz is followed by an explanation of cultural influence on students' language skills and learning of standard English. Subsequent chapters provide tactics and behaviors that will enhance cross-cultural relationships, assist teachers in teaching standard English to speakers of non-standard English dialects, as well as constructive approaches to assessment bias and discipline problems. All of the suggested approaches are designed to affirm rather than devalue the student's culture.

Visions of a Better Way: A Black Appraisal of Public Schooling, Committee on Policy for Racial Justice, Joint Center for Political Studies Press, Washington, DC, 1989. Order form University Press of America, Inc. 4720 Boston Way, Lantham, MD 20706. Write for price. A challenge to educators and the black community to demand that educational reform respond to the needs of all students and that schools shift their focus from the supposed deficiencies of the black child to the barriers that stand in the way of academic success. Chapters cover: the historical context of black commitment to education as a tool for liberation; barriers to academic success and how schools create and reinforce those barriers; how schools can be improved for black children through creating strong interpersonal networks that empower parents, teachers and students and nurture and develop the child. Recommendations include active involvement of black parents, close ties with social services, more black teachers, elimination of tracking, curriculum which reflects the lives of black and other minority children, and education which leads to full participation in the economy.

What Schools Can Do to Improve Math and Science Achievement By Minority and Female Students. U.S. Department of Education, Office For Civil Rights, 330 C St. Southwest; Suite 5000; Washington D.C. 20202. Prepared primarily for elementary and secondary school teachers, counselors, and administrators who serve in school systems that receive federal funds. Focus is on concerns of underrepresentation of women and minorities in math and science courses and on ways of improving interest and achievement in math and science on the part of these groups.

Anne Wheelock, Crossing the Tracks: How "Untracking" Can Save America's Schools, The New Press, New York, 1992. Order from W.W. Norton & Company 500 5th Avenue, New York, NY 10110. $19.95. The book proposes that tracking is a school structure premised on an inaccurate and dysfunctional view that not every child is capable. The author describes the extent to which different tracks carry racial, ethnic and social class overtones. Chapters covers parental involvement, teacher training, curriculum reform, and student aspirations. She describes the conditions necessary for untracking and addresses the major issues raised in untracking schools, using examples from schools across the country that are in the process of untracking. Includes a list of successfully untracked schools and contact people at each.

Anne Wheelock and Willis D. Hawley, What Next? Promoting Alternatives to Ability Grouping, Massachusetts Advocacy Center, Center for Education and Human Development Policy, Vanderbilt Institute for Public Policy Studies, Peabody College, Vanderbilt University. September 1992.

The Haberman Urban Teacher Selection Interview. A one day training workshop on The Urban Teacher Selection Interview provides educators with a 30 minute interview that is 95-97% accurate in selecting first-year teachers that will be successful in today's classrooms. The training would benefit anyone involved in teacher recruitment and hiring. The Haberman Education Foundation, Inc. 4131 Martinshire Drive; Houston, Texas 77025; (713) 667-6185.

The McKnight Centers of Excellence. A conceptual framework whose primary goal is to increase the pool of those minority students prepared and qualified to enter colleges and universities throughout the state. McKnight Achievers Center, 201 E. Kennedy Boulevard Suite 1525; Tampa, Florida 33602.

Math Mix, Dr. Jennifer Harrison, Alachua School District, Fort Clarke Middle School. A study of 160 "mixed-ability" group sixth grade students. The finding of the study: students who were taught math in "mixed-ability" groups, rather than in groups separated according to perceived ability, dramatically increased their math scores, as well as their social skills. Further, students learned to work with and appreciate the differences in their fellow students. Students of all abilities talked and interacted with each other in a more real life situation.

Teaching Tolerance, Sara Bullard, ed. , Southern Poverty Law Center, 400 Washington Avenue, Montgomery, Alabama 36104. Mailed twice yearly, free to educators.

Multicultural Review, Greenwood Publishing Group, Inc., 88 Post Road. W., P.O. Box 5007 Westport, Connecticut 06881-5007. $59.00 per year.

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