Creating seamless educational transitions for urban African American and Hispanic students: ACT policy report

2002 ◽  
Author(s):  
Richard J. Noeth ◽  
George L. Wimberly
Keyword(s):  
African American ◽  
Hispanic Students ◽  
Educational Transitions

scholarly journals Evaluating a Science Diversity Program at UC Berkeley: More Questions Than Answers

2003 ◽  
Vol 2 (2) ◽  
pp. 117-121 ◽  
Author(s):  
John Matsui ◽  
Roger Liu ◽  
Caroline M. Kane
Keyword(s):  
Biological Sciences ◽  
African American ◽  
Academic Success ◽  
Hispanic Students ◽  
Underrepresented Minorities ◽  
Sat Scores ◽  
Grade Point ◽  
Diversity Programs ◽  
Majority Students ◽  
The University

For the past three decades, much attention has been focused on developing diversity programs designed to improve the academic success of underrepresented minorities, primarily in mathematics, science, and engineering. However, ethnic minorities remain underrepresented in science majors and careers. Over the last 10 years, the Biology Scholars Program (BSP), a diversity program at the University of California (UC), Berkeley, has worked to increase the participation and success of students majoring in the biological sciences. A quantitative comparison of students in and out of the program indicates that students in BSP graduate with a degree in biology at significantly higher rates than students not in BSP regardless of race/ethnicity. Furthermore, students who are in BSP have statistically lower high school grade point averages (GPAs) and Scholastic Achievement Test (SAT) scores than students not in BSP. African-American and Hispanic students who join BSP graduate with significantly higher UC Berkeley biology GPAs than non-BSP African-American and Hispanic students, respectively. Majority (Asian and White) students in BSP graduate with statistically similar UC GPAs despite having lower SAT scores than non-BSP majority students. Although BSP students are more successful in completing a biology degree than non-program members, the results raise a series of questions about why the program works and for whom.

How Does Test Exemption Affect Schools’ and Students’ Academic Performance?

2009 ◽  
Vol 31 (2) ◽  
pp. 153-175 ◽  
Author(s):  
Jennifer L. Jennings ◽  
Andrew A. Beveridge
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
African American ◽  
Academic Performance ◽  
Hispanic Students ◽  
Special Education Students ◽  
Education Students ◽  
Urban District ◽  
High Stakes ◽  
Passing Rates

Analyzing data from a large urban district in Texas, this study examines how high-stakes test exemptions alter officially reported scores and asks whether test exemption has implications for the academic achievement of special education students. Test exemption inflated overall passing rates but especially affected the passing rates of African American and Hispanic students because these students were more likely to be exempted. Furthermore, our results suggest that tested special education students in Grades 3 through 8 performed better academically than they would have if they were not tested. However, taking the high-stakes test provided no academic benefit to special education students in Grades 9 through 11.

Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School

2020 ◽  
Vol 28 (3) ◽  
pp. 131-143
Author(s):  
Jamilia J. Blake ◽  
Danielle M. Smith ◽  
Asha Unni ◽  
Miner P. Marchbanks ◽  
Steve Wood ◽  
...  
Keyword(s):  
African American ◽  
White Students ◽  
Hispanic Students ◽  
School Personnel ◽  
The United States ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Disability Categories ◽  
State Educational ◽  
Students With A Disability

African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed.

scholarly journals Testing and Diversity in Postsecondary Education: The Case of California

2002 ◽  
Vol 10 ◽  
pp. 1 ◽  
Author(s):  
Daniel Koretz
Keyword(s):  
African American ◽  
Affirmative Action ◽  
Minority Students ◽  
Postsecondary Education ◽  
Hispanic Students ◽  
Student Population ◽  
General Level ◽  
Neutral Model ◽  
Model Based ◽  
Admissions Process

The past several years have seen numerous efforts to scale back or eliminate affirmative action in postsecondary admissions. In response, policymakers and postsecondary institutions in many states are searching for ways to maintain the diversity of student populations without resorting to a prohibited focus on race. In response to these changes, this study used data from California and a simplified model of the University of California admissions process to explore how various approaches to admissions affect the diversity of the admitted student population. "Race-neutral" admissions based solely on test scores and grades were compared with the results of actual admissions before and after the elimination of affirmative action. A final set of analyses explored the effects on diversity of alternative approaches that take into account factors other than grades and scores, but not race or ethnicity. Replacing the former admissions process that included preferences with a race-neutral model based solely on GPA and SAT-I scores substantially reduced minority representation at the two most selective UC campuses but had much smaller effects at the other six, less selective campuses. SAT-I scores contributed to but were not the sole cause of the underrepresentation of African American and Hispanic students. A race-neutral model based solely on GPA also produced an underrepresentation of minorities, albeit a less severe one. None of the alternative admissions models analyzed could replicate the composition of the student population that was in place before the termination of affirmative action in California. The only approach that substantially increased the representation of minority students was accepting most students on the basis of within-school rather than statewide rankings, and this approach caused a sizable drop in both the average SAT scores and the average GPA of admitted applicants, particularly among African American and Hispanic students. Although admissions systems differ, the basic findings of this study are likely to apply at a general level to many universities and underscore the difficulty of providing proportional representation for underserved minority students at highly selective institutions without explicit preferences.

Who Are the Homeless? Student Mobility and Achievement in Michigan 2010–2013

2017 ◽  
Vol 46 (1) ◽  
pp. 33-43 ◽  
Author(s):  
Joshua M. Cowen
Keyword(s):  
African American ◽  
School Districts ◽  
School Choice ◽  
Charter Schools ◽  
Hispanic Students ◽  
Student Mobility ◽  
Homeless Students ◽  
Reading Tests ◽  
Suburban School Districts ◽  
Test Taking

This article provides provide a new, systematic profile of more than 18,000 homeless students in Michigan, utilizing rich administrative data from all test-taking students in Grades 3–9 during three academic years. These data are part of a larger study of school choice and student mobility in that state. Homelessness is a condition found disproportionately away from suburban school districts. African American and Hispanic students are more frequently homeless, and homeless students are almost universally impoverished. They are far more mobile between districts and zip codes than their non-homeless peers and are more likely to participate in interdistrict school choice and charter schools. Finally, homeless students score far lower on state math and reading tests relative to their state, district and school peers.

scholarly journals Facebook Privacy Attitudes

2014 ◽  
Vol 2 (11) ◽  
pp. 42-54
Author(s):  
Sathasivam Mathiyalakan ◽  
George E Heilman ◽  
Sharon D White
Keyword(s):  
African American ◽  
Ethnic Groups ◽  
Data Security ◽  
Hispanic Students ◽  
Personal Information ◽  
Hispanic College Students ◽  
Internet Privacy ◽  
Privacy Settings ◽  
American Students ◽  
Privacy Setting

Because of Facebook’s ubiquitous nature, users who fail to properly configure their Facebook account privacy settings could be unintentionally revealing personal information to millions of people. This study analyzes data collected from African American and Hispanic college students regarding Facebook privacy setting attitudes and use. The findings indicate African American students have been members of Facebook longer and have more “Friends” than Hispanic students. Both ethnic groups spend about the same amount of time on Facebook during each session, although Hispanics log on more frequently. Virtually all the students claim awareness and use Facebook privacy settings. Hispanics have more restrictive Facebook privacy settings than African Americans. Neither ethnic group trusts Facebook to protect privacy, but African Africans show less concern while Hispanics indicate greater worry about Facebook privacy and data security. Both ethnic groups are more concerned about Internet privacy than Facebook privacy, Hispanics significantly more so.

scholarly journals How The Supreme Court Can Improve Educational Opportunities for African American and Hispanic Students by Ruling Against Harvard College’s Use of Race Data

2021 ◽  
pp. 1
Author(s):  
Genevieve Kelly
Keyword(s):  
African American ◽  
Asian American ◽  
Grade Level ◽  
Hispanic Students ◽  
Educational Opportunities ◽  
Racial Profile ◽  
Admissions Policies ◽  
The Supreme Court ◽  
Per Se ◽  
Treat All

Students for Fair Admissions v. Harvard has not only exposed ways in which Harvard College’s admissions office unfairly assesses Asian American applicants, but it has also revealed that Harvard’s fixation on race per se can disadvantage the very African American and Hispanic students best positioned to bring instructive and underrepresented perspectives to the college. The facts show that Harvard’s “tips” and “one-pager” system values African American and Hispanic students for their ability to boost Harvard’s racial profile more than for their actual experiences confronting racial discrimination. This Comment explains how, by ruling against Harvard (and without overruling Grutter or Fisher II), the Court can force the college to adopt admissions policies that not only treat all applicants more fairly, but that more fully affirm African American and Hispanic applicants. This Comment also offers ways that a ruling against Harvard could benefit disadvantaged African American and Hispanic students at every grade level—whether or not they ever apply to Harvard.

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