The subject of minority children's learning has long been the concern of civic leaders, parents, scholars, and educators. The federal legislation, 'No Child Left Behind' emphasizes the concern even more. It specifically requires assessing the academic achievement of minority students, particularly in economically disadvantaged areas, and holding schools accountable for their progress. Schools that fail to attain "Adequate Yearly Progress" face the real possibility of being forced to close if they continually fail to perform. Unlike the past, these are increasingly "high stakes" consequences for educators, parents, students and the schools that serve them. This book is timely and relevant because it addresses these issues, and recommends solutions for Latino, Black, and Asian students. This book also has implications for the problems the nation faces in helping all students to learn well, particularly those that lag in academic achievement. In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization. As the introductory chapter makes clear, the book simultaneously considers not only the three most visible minority groups in the U. S. , but draws upon the perspectives of anthropology, education, ethnic studies, psychology, and sociology. From these several persp- tives, this book is organized within three broad sections: 1) culturally diverse families and schooling; 2) issues of immigration and schooling experiences; and 3) socio-cultural perspectives on teaching, learning, and development. Within each section, the authors marshal research literature regarding each ethnic minority group.
The fastest growing populations in U.S. schools are minority children and youth from Latino, Black, and Asian-American communities. Multiple economic, family, and social risk factors pose challenges to these students. Not surprisingly, evidence continues to show that these children face an ever-widening achievement gap throughout their school years.
Consequently, school psychologists, educators, and other allied professionals must become better informed to improve the academic and life prospects of these children. To help these children succeed in school, Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students will serve as a valuable professional tool by:
- Providing effective strategies from experienced scholars and professionals that can be used to improve academic achievement and well-being of minority students.
- Examining, collectively, three cultural groups in one concise, yet comprehensive book on themes related to diverse families, immigration issues, and teaching and learning.
- Conceptualizing opportunities and challenges in working with minority children in the context of the federal No Child Left Behind act, related state and local educational policies, and current social trends.
- Tailoring the message of voluminous research to the practical needs of professionals working with minority children in accessible terms.
This volume is a must-have reference for educators, psychologists, researchers, policymakers - and for anyone who works with children.
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"This volume is an important and impressive collection of scholarship that addresses one of the more intractable education problems of our times--ensuring that ALL children receive a quality education."
-- Gloria Ladson-Billings, Kellner Family Professor in Urban Education
University of Wisconsin at Madison, and 2005-2006 President of AERA
"A major contribution to the field, the in-depth analyses provided by the chapter authors should be of substantial appeal to a wide audience because of its interdisciplinary approach and orientation to theory, research, and practice."
-- Stanley Sue, Distinguished Professor of Psychology and Asian American Studies
University of California at Davis
"In considering the broad problems and in recommending solutions, the book provides breadth, concision, and unique organization."
-- Edmund W. Gordon, John M. Musser Professor of Psychology at Yale University Richard March Hoe Professor of Education and Psychology at Teachers College, Columbia University
"This volume addresses the most important issue in contemporary education: understanding diversity while making it a pedagogical asset."
-- Luis C. Moll, Professor & Associate Dean, College of Education, University of Arizona
