Board of Education for African-American: "gains in educational attainment." (Guiffrida, 2006) it is pointed out in this work that the school counselor is in a particularly special or 'unique' position to offer assistance to both students and the families of students during the transition into college as well as in the provision of referrals to programs and counseling needs. African-American programs also exist that provide support for students. Guiffrida points out work conducted prior to the present research report in which it was concluded by Guiffrida (2005) "...that it was important for African-American students whose families provided emotional, academic, and financial supports, and who allowed and encouraged their children to make healthy separations" when the student made the transition to college to strengthen the capacity for the student to achieve academically. The work edited by Denbo and Beaulier entitled: "Improving Schools for African-American Students" relates that institutional racism is a discussion that may be tough for most individuals to handle and even highly "...stressful or shocking" to some individuals. (2002) Several issues are addressed in this work that: "...together form many of the components of institutional racism." (2002) Following this the issues that are "related to the effects of institutional racism are addressed." (2002) Also addressed are the factors related to special education and the underachievement of African-American students. Stated in this work is the fact that culture is an experience of a very "powerful" nature in the lives of both "individuals and groups of people." (Denbo and Beaulier, 2002) Denbo and Beaulier describe culture as: "...an ever-evolving constellation of influences...shapes the essence, experiences, and worldviews of individuals, groups, communities and institutions...
This is especially important in the light of the fact that African-Americans are represented: "...disproportionately...in special education classrooms..." (2005) Interventions this work notes to be successful in assisting academic achievement among these students includes: "...positive teacher feedback, active parental involvement, use of multiple intelligence theory, validation of cultural heritage, making instruction relevant to student lives, and increase choice and responsibility in learning." (Henry, 2005) Wimberly (2002) states findings that a gap exists between the expectations that African-American students hold for themselves and the actual participation in postsecondary education two years following graduation from high school. (Wimberly, paraphrased; 2002) the gap is identified as being evidenced in the fact that 88% of these students had expectations to earn an advanced degree or college degree but that the reality is that only 56% were actually moving in the direction that they had expected toward reaching that goal. (2002)
Achievement of African-American students in civilian public schools vs. African-American students in the Depart of Defense (DOD) school system The methods section of this dissertation provides the rationale for the proposed study based on my hypothesis comparing African-American students in the DOD school system with African-American students in civilian school systems. It also highlights the key questions that were examined, how the study was conducted and the measuring criteria for analysis. The
African-American Academics African-American Students and Success and Failure in the School Setting Do African-American students use different strategies to achieve academic success than other groups? The strategies suggested by African-American students themselves have a lot of merit, in the matter of their own academic achievement. In a research study published by Child Study Journal (Tucker, et al., 2000), 22 elementary and 21 high school students completed an open-ended questionnaire delving into the question
PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS PSYCHOSOCIAL ISSUES AFFECTING African-American STUDENTS "They never want to hear what I have to say…it doesn't matter who started a fight, or what a teacher said to you that made you mad. You might have something heavy going on at home but no one asks. They're not interested. They just want you out of the school." 17-year-old 11th grade African-American female student, NYC (Sullivan, 2007, p. iii). In New York City, one of
In grade four white males performing "At or Above Basic" math skills is stated at 90% while black males were performing at only 59% "At or Above Basic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%. The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to
Action plan: Closing the achievement gap of African American students Background Based on statistics, the performance of African American students in public schools is way too dismal compared to their peers. In addition, there is a clear difference in the number of African American students graduating from high school. The need to address the education gap and improve on the performance and by extension the graduation rates of African Americans has the
In many cases, AVID on the transcripts impresses by itself, as does the college and advance placement courses in the program. The other significant benefit in the advanced programs is that it tends to foster better decision making outside of the classroom, as the students have a more clear picture of their future and are travelling on the road with like-minded peers. (Hubbard, 1999). Erin McNamara Horvat and Kristine S.
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