| Title: |
Advancing Minority High Achievement: National Trends and Promising Programs and Practices. A Report Prepared for the National Task Force on Minority High Achievement |
| Language: |
English |
| Authors: |
Borman, Geoffrey D.; Stringfield, Sam; Rachuba, Laura; College Entrance Examination Board |
| Source: |
College Entrance Examination Board. 2000. |
| Availability: |
College Entrance Examination Board. Available from: College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org |
| Peer Reviewed: |
N |
| Page Count: |
118 |
| Publication Date: |
2000 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Minority Group Students; High Achievement; Academic Achievement; Elementary School Students; Educational Change; Student Characteristics; Institutional Characteristics; Hispanic American Students; African American Students; Achievement Gap; White Students; Longitudinal Studies; Disadvantaged Schools; Mathematics Achievement; Reading Achievement; Learner Engagement |
| Abstract: |
Commissioned by the College Board's National Task Force on Minority High Achievement, this report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus is on the progress of Latino and African-American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study Prospects and its companion study of exemplary school programs, Special Strategies. Tables are appended. |
| Abstractor: |
As Provided |
| Number of References: |
61 |
| Entry Date: |
2016 |
| Accession Number: |
ED562588 |
| Database: |
ERIC |