Increasing Opportunity To Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students.
Increasing Opportunity To Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students.
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通过严格的课程和项目增加学习机会：缩小高危学生和少数族裔学生成绩差距的一项策略。
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
B. McMillen
中科院分区：
文献类型：
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作者：
W. Darity;Domini R. Castellino;Karolyn Tyson;Carolyn Cobb;B. McMillen
本报告分析了北卡罗来纳州黑人、西班牙裔美国人和印第安人学生在荣誉课程、大学先修课程（AP）以及学术和智力天赋课程（AIG）中的代表性不足。数据来自北卡罗莱纳州公共教学部关于所有公立学校的数据库，以及收集中小学AIG项目和高中高级课程信息的调查。对学生、家长、老师、辅导员和校长进行了实地访问。结果发现，白人和少数族裔学生在参加此类课程的学生中所占比例存在显著而广泛的差距。成绩和学习差距导致在早期和中期对AIG项目的认知度较低，进而导致高中AP和荣誉课程的入学率较低。学校通常使用多种策略来识别AIG学生。大约一半的学校允许学生自选荣誉课程和AP课程，以及双录取社区大学课程。一些学校在少数民族学生高级课程的比例招生方面比其他学校有更好的办法。该报告提出了20项建议（例如，确保所有学生在进入九年级之前学习代数I，并系统地寻找表现优异的少数民族学生）。（包含34篇参考文献。）（SM）由EDRS提供的复制件是由原始文件制作的最好的复制件。通过严格的课程和项目增加学习机会：缩小风险和少数民族学生成就差距的一种策略报告由以下人员为北卡罗来纳州公共教育部准备：威廉•Darity北卡罗来纳大学教堂山分校多米尼·卡斯泰利诺杜克大学卡罗琳·泰森北卡罗来纳大学教堂山分校卡罗琳·科布北卡罗来纳大学公共教学部评估部布拉德·麦克米伦北卡罗来纳大学公共教学部评估部2001年5月提交给州教育委员会评估部Acc机构，，，，责任服务指导和责任服务部门最佳拷贝许可复制和传播本材料已获
This report analyzes the under-representation of North Carolina's black, Hispanic American, and Native American students in honors courses, advanced placement (AP) courses, and academically and intellectually gifted (AIG) programs. Data came from the North Carolina Department of Public Instruction's database on all public schools and from surveys that gathered information on elementary and middle level AIG programs and high school advanced curriculum offerings. Site visits were conducted to interview students, parents, teachers, counselors, and principals. Results found a significant, widespread gap between white and minority students in proportional percentages of students enrolled in such programs. Achievement and learning gaps led to lower subsequent identification for AIG programs in early and middle grades, which in turn led to lower enrollments in high school AP and honors courses. Schools generally used multiple strategies for identifying AIG students. Approximately half of the schools allowed self-selection into honors and AP courses and dual enrollment into community college courses. Some schools had better approaches to proportional enrollment in advanced courses for minority students than others. The report makes 20 recommendations (e.g., ensure that all students take Algebra I before entering ninth grade, and systematically seek out high-performing minority students). (Contains 34 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Increasing Opportunity to Learn via Access to Rigorous Courses and Programs: One Strategy for Closing the Achievement Gap for At-Risk and Ethnic Minority Students Report prepared for the North Carolina Department of Public Instruction by: William Darity, Jr. University of North Carolina at Chapel Hill Domini Castellino Duke University Karolyn Tyson University of North Carolina at Chapel Hill Carolyn Cobb NC Department of Public Instruction Evaluation Section Brad McMillen NC Department of Public Instruction Evaluation Section Submitted to the State Board of Education May 2001 Evaluation Section nivision of Acc,,,,ruAyility Services Instructional and Accountability Services BEST COPY VALABLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
影响因子：
4.6
作者：
CONGER, RD;CONGER, KJ;WHITBECK, LB
通讯作者：
WHITBECK, LB
影响因子：
4.6
作者：
MCLOYD, VC;JAYARATNE, TE;BORQUEZ, J
通讯作者：
BORQUEZ, J