scholarly journals "Barbershops Encouraging Black Boys to Read"

2019 ◽  
Vol 7 (8) ◽  
pp. 252-258
Author(s):  
Delia Robinson Richards
Keyword(s):  
New York ◽  
New York City ◽  
Elementary School ◽  
Public Schools ◽  
Title I ◽  
York City ◽  
Reading Skills ◽  
Kindergarten Teacher ◽  
Black Boys ◽  
Charles County

This research project Involved interviewing Title I personnel in Charles County Public Schools and visiting six barbershop owners in Charles County Maryland who are a part of the Barbershop Books project. The visit to these barbershops included interviewing the owners of the barbershops as well as reviewing the books used in the project. These barbershops display a variety of books for young black boys to read while they are waiting to get their hair cut. These books are located on a small bookcase in the corner of the barbershops’ waiting area. The idea of books in the barbershops was to help improve reading skills for Black boys in elementary school. The project was purposed and funded by the Charles County Public Schools Title I Program. The literacy project began in August 2018.  Mr. Alvin Irby, who is a former kindergarten teacher in New York City, is the founder of Barbershop Books.   

scholarly journals Separate and Unequal – Title I and Teacher Quality

2019 ◽  
Vol 27 ◽  
pp. 14
Author(s):  
Elizabeth Iris Rivera Rodas
Keyword(s):  
New York ◽  
New York City ◽  
Elementary Schools ◽  
Public Schools ◽  
Title I ◽  
York City ◽  
Negative Relationship ◽  
Value Added ◽  
Quality Teachers ◽  
Title I Elementary Schools

Research has shown that Title I’s “comparability” provision causes gaps in noncategorical per pupil teacher funding. Using a unique dataset that merges 2009-2010 New York City (NYC) Department of Education value-added scores, school finance data, and school demographic data, this study not only confirms that NYC Title I elementary schools received less noncategorical per pupil teacher funding than non-Title I elementary schools, but these schools also had lower quality teachers. This paper provides the first evidence of a negative relationship between noncategorical per pupil teacher funding and the percentage of below average teachers even when controlling for certain school demographics. If Title I elementary public schools in New York City have lower quality teachers, then the students that are served by these schools are not receiving the same quality of education as their peers. Changing the comparability provision in Title I funding would result in more equitable funding.

Cultural Competence Needed to Distinguish Disorder from Difference: Beyond Kumbaya

2015 ◽  
Vol 22 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Catherine J. Crowley ◽  
Kristin Guest ◽  
Kenay Sudler
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Cultural Competence ◽  
York City ◽  
Cultural Sensitivity ◽  
Graduate Program ◽  
Language Disorder ◽  
New York State ◽  
Deep Understanding

What does it mean to have true cultural competence as an speech-language pathologist (SLP)? In some areas of practice it may be enough to develop a perspective that values the expectations and identity of our clients and see them as partners in the therapeutic process. But when clinicians are asked to distinguish a language difference from a language disorder, cultural sensitivity is not enough. Rather, in these cases, cultural competence requires knowledge and skills in gathering data about a student's cultural and linguistic background and analyzing the student's language samples from that perspective. This article describes one American Speech-Language-Hearing Association (ASHA)-accredited graduate program in speech-language pathology and its approach to putting students on the path to becoming culturally competent SLPs, including challenges faced along the way. At Teachers College, Columbia University (TC) the program infuses knowledge of bilingualism and multiculturalism throughout the curriculum and offers bilingual students the opportunity to receive New York State certification as bilingual clinicians. Graduate students must demonstrate a deep understanding of the grammar of Standard American English and other varieties of English particularly those spoken in and around New York City. Two recent graduates of this graduate program contribute their perspectives on continuing to develop cultural competence while working with diverse students in New York City public schools.

Abstract T P390: Baseline Stroke Knowledge of 4th-6th Grade Children in New York City Public Schools Has No Appreciable Trend from 2005-2014

Stroke ◽  
2015 ◽  
Vol 46 (suppl_1) ◽  
Author(s):  
James M Noble ◽  
Cailey Simmons ◽  
Mindy F Hecht ◽  
Olajide Williams
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
Real World ◽  
York City ◽  
Hip Hop ◽  
Expected Value ◽  
Stroke Symptom ◽  
Stroke Diagnosis ◽  
Stroke Knowledge

Background and Purpose: To examine whether the baseline stroke knowledge of children in schools participating in our Hip Hop Stroke program has changed since its inception in late 2005. Methods: We gathered baseline stroke knowledge surveys from 2,839 students enrolled in the Hip Hop Stroke program from November 2005 through April 2014 with median annual enrollment of 344 (range 55 to 582). All students were enrolled in New York City public schools, in 4th through 6th grade. Students who left ≥3 questions blank were discarded; other blank answers were treated as missing. Data were analyzed using binomial, Chi-Square and regression analysis (SPSS v22.0). Results: Overall there was no consistent trend in baseline stroke knowledge by academic year. Overall, 28.4% of students recognized stroke occurred in the brain (expected value 25% [p<0.001], range from 13.8-61.2% for any given year). With stroke diagnosis provided, 85.5% of 1436 students knew to call 911, whereas only 59.6% of 1243 students knew to call 911 when given a hypothetical real-world stroke symptom scenario without stroke diagnosis included, p<0.001. For a composite assessment of knowledge including 4 stroke symptoms (blurred vision, facial droop, sudden headache, slurred speech), 1 distractor (chest pain), and urgent action plan (call 911), asked consistently since 2006, overall students scored a mean 2.86 (95% CI: 2.80-2.92; possible range 0-6, expected value 2.75), with annual scores ranging from 2.54-3.56. Conclusion: Stroke knowledge among elementary school students remains low and has not appreciably changed during the last 9 years. The use of hypothetical real-world stroke symptom scenarios may more accurately reflect intent to call 911 for stroke than the use of questions in which stroke diagnosis is given.

Evaluative Studies of the Activity Program in the New York City Public Schools

1941 ◽  
Vol 9 (4) ◽  
pp. 310-322 ◽  
Author(s):  
Saul B. Sells ◽  
John J. Loftus ◽  
Louis Herbert
Keyword(s):  
New York ◽  
New York City ◽  
Public Schools ◽  
York City ◽  
Activity Program
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