By Jerlando F. L. Jackson
Targeting pre-K-12 colleges, greater schooling, and social affects, this publication examines the next query: What systemic set of suggestions is important to enhance the stipulations for African americans through the academic pipeline?
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Additional info for Strengthening the African American Educational Pipeline: Informing Research, Policy, and Practice
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S. students in science, 1969–70 to 1990, mathematics, 1973–1990, reading, 1971–1990, writing, 1984–1990. S. Department of Education, Office of Educational Research and Improvement. Nasir, N. (2000). Points ain’t everything: emergent goals and average and percent understandings in the play of basketball among African American students. Anthropology and Education Quarterly; 31(3), 283–305. Nasir, N. S. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2&3), 211–245.
The first section will highlight educational trends for African American student performance in pre-K–12 schools over the past three decades, as well as the important improvements in achievement data for African American students, but it will also examine the persistent achievement disparities. The second section will examine the critical role that effective teachers, and more specifically culturally responsive teaching, can play in addressing the underachievement of African American students in schools.
S. Department of Education. Institute of Education Sciences. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development. Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review, 64(4), 392–426. Noguera, P. (1996). Responding to the crisis of Black youth: Providing support without further marginalization.
