scholarly journals African-American students' perceptions of high-stakes testing in Massachusetts

2008 ◽  
Author(s):  
Reginald E. Harge
Keyword(s):  
African American ◽  
African American Students ◽  
High Stakes Testing ◽  
High Stakes ◽  
American Students

Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Angelia M. Bruce ◽  
Yvette Q. Getch ◽  
Jolie Ziomek-Daigle
Keyword(s):  
African American ◽  
White Students ◽  
Group Counseling ◽  
African American Students ◽  
High Stakes Testing ◽  
Pass Rate ◽  
Pass Rates ◽  
High Stakes ◽  
American Students ◽  
Passing Scores

This article evaluated the impact of a group counseling intervention on African-American students’ achievement rates during the spring administration of high-stakes testing at a rural high school in Georgia. Eighty percent ofeligible students who participated in the intervention received passing scores on the four sections tested during the spring administration of the Georgia High School Graduation Tests (GHSGT), and all participating students received passing scores on the English Language Arts and Math sections of the GHSGT. Additionally, the achievement gap between African-American students and White students on the Enhanced Math narrowed during the 2007-2008 testing period, with 63.2% of African-American students achieving pass rates as compared to 70.5% of White students. The pass rate increased from the 38.7% pass rate among African-American students from the previous school year, indicating that the intervention was successful in improving pass rates on high-stakes testing. Implications for professional school counselors include utilizing the practice of group counseling and disaggregating data to promote achievement among underachieving student subsets.

Adaptation to college among African American students: The role of trauma and PTSD

2011 ◽  
Author(s):  
Guler Boyraz ◽  
Sharon G. Horne ◽  
Archandria C. Owens ◽  
Aisha P. Armstrong
Keyword(s):  
African American ◽  
African American Students ◽  
American Students ◽  
Adaptation To College

Making Youth Matter

2018 ◽  
Vol 11 (2) ◽  
pp. 70-93
Author(s):  
Celeste Hawkins
Keyword(s):  
African American ◽  
African American Students ◽  
African American Male ◽  
Research Study ◽  
Educational Experiences ◽  
Male Students ◽  
African American Male Students ◽  
American Students ◽  
And Gender ◽  
K 12

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.

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